Develop and Implement Assessments
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The successful online educator:
Selects and implements appropriate assessment tools that accurately measure learner proficiency and allow students the opportunity to demonstrate mastery of the content.
Employs pedagogy and content knowledge to develop and/or effectively implement valid and reliable assessments that are aligned with the course content and standards-based learning goals.
Standards:
NSQOT: G1, G2, G4, G6
OTS: 1.7, 2.1, 2.8
Reflection: Explain what you have done in your professional experience to address these indicators and include reasoning for why you chose this evidence.
G1
Tools I use with my young learners include zoom breakout rooms, google docs and slides, as well as discussion posts. I also like to include web tools like Padlet in Announcements, giving students the opportunity to communicate what they understand and what they know. These are all great for open ended questions and general discussions. Polls are also another tool great for assessment. I find that the online setting has great advantages like having increased interaction with students. Students are able to engage in course through tools like posts, live sessions and discussion that connects with different learning styles. I meet this indicator by providing students opportunities to communicate what they know and build on that knowledge. See Padlet below
G2
When I think of online learning and pedagogy I think of how a lesson is designed to deliver content. For example one of my favorite language teaching methods is the communication approach based on the belief that learning a language develops with communicating and with real meaning, in other words ‘real world’ connections. With planning a vocabulary lesson I give students the option to tell about an object, a picture for example, using Spanish words. One example is the lesson on colors, asking students to draw a picture, color then tell about the picture in Spanish. Other lessons include asking students to post a picture of their favorite animal, tell what the animal is in Spanish and comment on other’s posts. Culture projects are also a great way to elicit conversation. Along with delivering content is the anticipation of common student errors. For example, when learning Spanish students commonly mispronounce the ‘z’ in ‘azul’. For common errors like these I am always prepared to bring this subtly into the lesson. Another common misconception that I address in my culture lesson of Cinco de mayo, that it is not the Mexican Independence Day and is also not celebrated in Mexico. See culture post below. When designing a lesson, careful planning takes place and I feel I meet this indicator by giving my lessons thought and consideration for what the learner knows and how they will learn it.
G4
For my young learners I use a variety of assessments including general discussion questions, use of polls, inviting students to answer specific questions, asking students questions they have about the material then building on their thoughts as a means of formative assessment. Students also create video and audio recordings of their progress, demonstrating what they have learned or are learning in the lesson. For my older students, ones at a reading level, I incorporate more summative assessment than I do with the younger students though I lean more on a formative means of finding out what students know. Examples of summative assessment in my class are multiple choice, short answer and fill in the blank quizzes as well as end of lesson exams.
G6
In regard to assessments being standard-based I follow the FLVS standards posted in the course. For this area I feel I am at a disadvantage given the material I am working with and can only create so much material within a day. I also do not have an elementary school language team to go over the curriculum. This is my second year teaching elementary Spanish and when I arrived at my school there was no early language learning (Spanish) program in place. I did not have a text book and was given instructions to my lessons from scratch. What I have relied on for making sure I am meeting the standards is my language teaching experience from 1990 to the present and my Master of Arts degree with the focus language acquisition. The lessons I create are all based on the standards and align with FLVS. I have checked and have found I am covering these areas though my delivery of information varies from that of FLVS.
Where are you now in reaching mastery of these indicators? Explain your reasoning.
Approaching / Meeting / Exceeding
I feel I am meeting mastery in this indicator. I provide a variety of assessments both formative and summative, relying heavily on formative and the use of discussion, inquiry, projects and checking for understanding in zoom sessions. I also use a variety of tools to deliver lessons from a pedagogical stance, bringing communicative methods and real life experiences into my course.
Discussion post assignment: Culture and Cinco de mayo
Tools for