Assessment of Learner Outcome and Blended Module Effectiveness

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assessment - tpack


A: Assessment of Learner Outcomes

The assessment of the effectiveness of the learning objectives in LINC program is both formative and summative with a focus on the performance of level appropriate contextualized real-world tasks. So the assessment of learning objectives in this thematic unit will be of and for learning (ATESL, 2011). Formative feedback will be whole class and individual; in class and online. This thematic unit is worth 20% of the final grade on an 8 week blended course, and standardized CLB assessment rubrics will be used to assess each learner.

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Assessment 1


Speaking: Project-Based Multimedia Presentation / Group Work (10% on final grade )

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The purpose of this project based multimedia presentation is to provide learners the opportunity to showcase the language proficiency and digital technology using skills they have developed through blended thematic task based learning. Learners will work in groups and prepare a presentation based on their field study and give an oral presentation where they use their language skills to present information, explain, describe and make recommendations. Learners will have to work in groups, interact online (messages, emails, discussion board etc.), make real telephone calls to companies, research information online, compile information, prepare graphs, and prepare PowerPoint presentation slides.
Project based assessment upon completion of the blended thematic unit would facilitate a democratic climate, reduce individual differences and establish an open collaboration, so that the group learning outcomes are fairly homogeneous (Medellu, Lumingkewas & Walangitan 2015). Also, students will be able to understand the problems in the real world better if ideas of social relationship are integrated in thematic modules in authentic contexts. After all, the aim of language learning in LINC programs through communicative TBLT approach is to build relationship between the context and learners’ knowledge.

Instructions for Learners: For this assignment you will work in groups of four. You will each visit a company (total of 4 companies in Calgary for your group) and conduct a survey of safety at workplace.
  1. As a group decide on what questions you would ask the fire marshals in the company.
  2. Call the company to make an appointment to talk to a fire marshal.
  3. Read the fire evacuation procedure posted in the company for the public.
  4. Compile your results from the survey / interviews. Include graphs / charts.
  5. Compare the evacuation procedures with that in your own school.
  6. Make a group presentation in the class about your survey results and recommendations. Each participant must speak for 7-8 minutes.
  7. In the presentation, describe your experience completing the project, describe the results of your survey and the group results, and make suggestions and recommendations to your school Emergency Planning Committee (committee members will be invited to your group presentations in the class).

This assignment is worth10 % on your final grade. You have three weeks to complete this assignment.

Read speaking assessment rubric attached below for details on how you will be assessed.


Important: This assignment provides the opportunity to practice / use a variety of forms, functions, concepts and strategies you will be learning in this thematic unit. You will interact with your team members and organize your project work on this website (click on project).


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Assessment 2:


Writing: e-Portfolio Based Language Assessment (10% on final grade)
Students will upload and organize their in-class and out-of-class work in their e-portfolio on a regular basis. They are allowed to work on / re-do the tasks on their own (self-paced) to improve their language proficiency. In this blended thematic module, learners will be required to rewrite each writing task they complete in the class. Rewriting should be done outside class time and should reflect the feedback they received from other students and the instructor during the report stage and post task analysis stage in TBLT lessons. Learners will upload their rewritten task on the discussion board. The class will be divided into groups and learners will have to provide creative feedback to other members in the group. The feedback should be based on the holistic writing rubric available to the students. As the thematic units are in progress, the instructor will remind students about the CLB Can Do Statements and holistic writing rubrics so that the learners can specifically focus on individual needs.

On completion of the thematic unit learners will choose two writing samples posted on the discussion board for the instructor to assess formally. Since there is a spiraling approach in this task based thematic unit, learners will have the opportunity to build on the previous tasks and focus on specific aspects of writing skills they need improvement. The objective of this assignment is to engage learners meaningfully in tasks while also paying attention to function and form.

Since this is a blended learning environment, they have the opportunity to review their class work when and where they want. The discussions will allow learners to “collaboratively construct their own rendition” (Kessler 2013 p.624), and is meant to raise learner awareness around functions and forms expected in each task. Through these discussions, learners also have the opportunity to notice positive aspects (or the lack of) of writing produced by their classmates. There is also opportunity for meaningful self-directed assessment and collaborative real-life experience (Sroufe & Ramos, 2015).

The two writing samples chosen by the learners are worth 10% on the final grade, and will be assessed using CLB assessment rubrics attached below.




B: Assessment of Blended Thematic Module


The effectiveness of this blended learning module will be assessed in terms of TPACK and SAMR and the evaluation will be based on the seven key considerations for integrating e-learning into ESL curriculum as outlined by ATESL (2011). The seven considerations are: (1) the effects on program goals (2) mindful e-learning (3) intercultural communication competence (4) determining needs (4) setting & assessing outcomes (5) sequencing tasks (6) selecting methods and materials and (7) demonstrating accountability. In this module, changes have been made to each of these seven elements and so the evaluation of this module will focus on each of these considerations.

A follow-up reflective inquiry study will be conducted after facilitating language learning using this blended thematic module. The action research will also include a comparative study of the effectiveness of the above seven consideration with another LINC 7 control group attending a similar face-to-face class at the same school. Based on the evaluation results, each of the technological components in this blended module will be reviewed.

Reflection:

As Mishra and Koehler (2009) point out, “knowledge of technology, content and pedagogy does not exist in a vacuum; it exists and functions within specific context” (p.17). Hence, when attempting to substitute, augment, modify or redefine learning tasks (Puentedura, 2013) in this module, the focus has been on maintaining the equilibrium among different components in TPACK (Kimmons, 2011). At the same time, this module acknowledges technology as “an obvious component within (the) changing pedagogical landscape” (Kessler 2013 p.616). This module also takes into account the technology-using skills expected from LINC learners entering post-secondary education or the job market in Canada. Online interaction will also provide enormous opportunities to address the dangers involved in engaging in web-based open source learning particularly with respect to intellectual honesty, finance in terms of time spent on this website and in dealing with the diversity of leaner population on the online platform (Marshall, 2014). The focus of the inquiry when evaluating the effectiveness of this module would be to investigate how the integration of technology that is personal, universal and closely linked to learners' identity (Romrell, 2014) has encouraged real-world language learning through technology-mediated context sensitive communication.
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