Taller N o 1 Microbiologia

Andres Felipe cogollo nuñez

Asignatura
microbiologia

Docente: leidy mendoza nova

Universidad de Códoba
programa de ingenieria ambiental
Departamento de INg Ambuen Monterı́a - Córdoba
2017

1
Índice
1. preguntas 2

2
1. preguntas
1) consulte con ingenieros ambientales o estudiantes de últimos semestres
de la carrera si el curso de microbiologia aporto conocimientos importantes en
su formacion profesional y ensu vida cotidiana realice un resume detallado de
la informcion obtenida (puede utilizar herrmainetas tecnologicas para hacer
videos, grabaciones de voz o cualquier otro recurso). 2) despues de leer el
contenido programatico

3
Referencias
[1] Webster, W. y R. Mendro (1997),The Dallas Value-Added Accountabi-
lity System, en J. Millman (ed.), Grading Teachers, Grading Schools:
Is Student Achievement a Valid Evaluation Measure?, Corwin Press,
Thousand Oaks, CA, pp. 81-99

[2] Hægeland, T. y L. Kirkebøen (2008), School Performance and Value-

Added Indicators ? What is the Importance of Controlling for Socioeco-
nomic Background?, informe de antecedentes para el OECD Project on
the Development of Value-Added Models in Education Systems.

[3] Richard J. Shavelson, Benjamin W. Domingue, Julián P. Mariño, Adria-

na Molina Mantilla, Andrés Morales Forero & Edward E. Wiley (2016)
On the practices and challenges of measuring higher education value
added: the case of Colombia, Assessment & Evaluation in Higher Edu-
cation, 41:5, 695-720, DOI: 10.1080/02602938.2016.1168772

[4] Margarita Pivovarova, Audrey Amrein-Beardsley & Jennifer Broatch

(2016) Value-Added Models (VAMs): Caveat Emptor, Statistics and Pu-
blic Policy, 3:1, 1-9, DOI: 10.1080/2330443X.2016.1164641

[5] Tim R. Sass , Anastasia Semykina , Douglas N. Harris Value-added

models and the measurement of teacher productivity,Economics of Edu-
cation Review 38 (2014) 9-23

[6] El Instituto Colombiano para la Evaluación de la Educación (IC-

FES),Medición de los efectos de la educación superior en Colombia sobre
el aprendizaje estudiantil. Informe técnico,IFCES, 2014, DOI:978-958-
11-0646-2

[7] OCDE (2011),La medición del aprendizaje de los alumnos: Mejores

prácticas para evaluar el valor agregado de las escuelas, OECD Publis-
hing. http://dx.doi.org/10.1787/9789264090170-es

[8] HoonHo Kim and Diane Lalancette. (2013) Literature Review on the
Value-Added Mensurement in Higher Education, OECD Better Policies
for Lives

4
 [9] Wisconsin Center for Educational Research. (2014). Measuring School
Effectiness. Technical Report on the 2011 Value-Added Model, University
of Wisconsin-Madison.

[10] Bates, D., Maechler, M., & Bolker, B. (2013).lme4: Linear mixed-
effects models using s4 classes [Computer software manual]. Retrieved
from http://CRAN.R-project.org/ package=lme4 (R package version
0.999999-2)

[11] Raudenbush, S. y J.D. Willms (1995), The Estimation of School Effects,

en Journal of Educational and Behavioral Statistics, 20, pp. 307-335.

[12] Jakubowski, M. (2008). Implementing value-added models of school as-

sessment. EUI Working Papers RSCAS 2008/06, European University
Institute.

[13] Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models:

Applications and data analysis methods (2nd Ed). Thousand Oaks, CA:
Sage Publications.

[14] Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennes-
see Value-added Assessment System (TVAAS) database: Implications
for educational evaluation and research. Journal of Personnel Evalua-
tion in Education, 12(3), 247-256.

[15] Tekwe, C. D., Carter, R. L., Ma, C., Algina, J., Lucas, M., Roth, J.,
Ariet, M., Fisher, T., & Resnick, M. B. (2004). An empirical comparison
of statistical models for value-added assessment of school performance.
Journal of Educational and Behavioral Statistics, 29(1), 11-36.

[16] Todd, P. E., & Wolpin, K. I. (2003). On the specification and estimation
of the production function for cognitive achievement. The Economic
Journal, 113, F3?F33.

[17] Boardman, A. E., & Murnane, R. J. (1979). Using panel data to improve
estimates of the determinants of educational achievement. Sociology of
Education, 52, 113?121. otra citación.

[18] Robert A. McLean , William L. Sanders & Walter W. Stroup (1991) A

Unified Approach to Mixed Linear Models, The American Statistician,
45:1, 54-64

5
[19] Robinson, A. (2008). icebreakeR, available at: cran.r-project.org/doc/
contrib/Robinson-icebreaker.pdf

[20] Laird, N.M. and Ware, J.H. (1982). Random effects models for longitu-
dinal data.Biometrics, Vol. 38, 963?974.

[21] Ponisciaak, P., & Bryk, A. (2005). Value-added Analysis of the Chicago
Public School: An Application of Hierarchical Models. En R. Lissitz,
Value Added Models in Education: Theory and Applications. Maple
Grove, MN: JAM Press

[22] Tremblay, K., D. Lalancette, and D. Roseveare 2012. Assessment of Hig-

her Education Learning Outcomes. Feasibility Study Report: Volume 1
- Design and Implementation. http://www.oecd.org/edu/skills-beyond-
school/AHELOFSReportVolume1.pdf.

[23] Isabella Muñoz Gómez (2016),Modelo de Valor Agregado: una im-

plementación para el caso de la educación superior en Colom-
bia,Universidad Nacional de Colombia.

[24] Barón, J., & Bonilla, L. (2011). La calidad de los maestros en Colombia:
Desempeño en el examen de Estado del ICFES y la probabilidad de gra-
duarse en el área de educación. Documentos de Trabajo Sobre Economı́a
Regional Banco de la República.

[25] Balcázar, C., & Ñopo, H. (2014). Broken Gears: The Value Added of Hig-
her Education on Teachers Academic Achievement. IZA DP No. 8477.