Introduction
Choosing the right assessment, according to Cennamo, Ross, and Ertmer, (2009) empowers teachers and learners to set goals, monitor and evaluate learning, while providing viable demonstration of the instructional process (p. 139). Improving assessment strategies become part of a well-rounded program to best reach all students along with guidelines to meet the individual needs of students. Since my class consists primarily of ELL students, assessments would incorporate SDAIE/sheltered strategies, which emphasize the concept of comprehensible teacher modeling – making concepts immediately understood by the learner.
In the past, assessing second language learners in the English classroom usually involves student understanding of the writing process, starting with whole class instruction, moving into smaller collaborative groups, based on need, and then individual interaction with teacher guidance and monitoring throughout. In these small group settings, learners would reflect on daily formative writing responses that would support instruction by focusing on content that might require re-teaching (Laureate Education, Inc., 2005a). This ongoing formative assessment is where outcomes challenge the learner into developing adequate writing skills.
Challenge
With the introduction of new computers in the classroom, I want to apply this technology to move beyond typical student responses generated by word processing programs. Instead of groups writing a paragraph and turning it in, we would incorporate Google Groups to share the work with the teacher and individual members. Salend (2009) identifies that student learning should be enhanced with any revision of the instruction program through implementation of technology assessment (p. 50). Once they have turned in a document via Google Groups, they will be able to work on this both at home and in the classroom. Groups working together will see who edited the work, with all members sharing equitably in the final result. This will allow students to become producers and enable an understanding of real world issues important to these learners (Laureate Education, Inc., 2005b). I want to revise the group collaboration process to include a small group presentation based on what they have read using PowerPoint and storyboard application software. Based on their presentations, I can assess what students comprehend and what they may still have problems with. For students that have difficulty understanding technological processes, they will prepare individual poster board responses.
Conclusion
Since structure is so important in the secondary classroom, technology must be introduced at a slow enough pace enabling student engagement and on-task performance. Tomlinson (2008) explains that assessment helps correlate student work with student needs (p. 13). I believe these changes would be successful because it will balance independent reading and writing requirements with group discussion and computer instruction time enabling increased student understanding and critical thinking.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2005a). Assessing students [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2005b). Introduction: Reaching and engaging all learners through technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58. Retrieved from the Walden University Library using the Education Research Complete database.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from the Walden University Library using the Education Research Complete database.
Choosing the right assessment, according to Cennamo, Ross, and Ertmer, (2009) empowers teachers and learners to set goals, monitor and evaluate learning, while providing viable demonstration of the instructional process (p. 139). Improving assessment strategies become part of a well-rounded program to best reach all students along with guidelines to meet the individual needs of students. Since my class consists primarily of ELL students, assessments would incorporate SDAIE/sheltered strategies, which emphasize the concept of comprehensible teacher modeling – making concepts immediately understood by the learner.
In the past, assessing second language learners in the English classroom usually involves student understanding of the writing process, starting with whole class instruction, moving into smaller collaborative groups, based on need, and then individual interaction with teacher guidance and monitoring throughout. In these small group settings, learners would reflect on daily formative writing responses that would support instruction by focusing on content that might require re-teaching (Laureate Education, Inc., 2005a). This ongoing formative assessment is where outcomes challenge the learner into developing adequate writing skills.
Challenge
With the introduction of new computers in the classroom, I want to apply this technology to move beyond typical student responses generated by word processing programs. Instead of groups writing a paragraph and turning it in, we would incorporate Google Groups to share the work with the teacher and individual members. Salend (2009) identifies that student learning should be enhanced with any revision of the instruction program through implementation of technology assessment (p. 50). Once they have turned in a document via Google Groups, they will be able to work on this both at home and in the classroom. Groups working together will see who edited the work, with all members sharing equitably in the final result. This will allow students to become producers and enable an understanding of real world issues important to these learners (Laureate Education, Inc., 2005b). I want to revise the group collaboration process to include a small group presentation based on what they have read using PowerPoint and storyboard application software. Based on their presentations, I can assess what students comprehend and what they may still have problems with. For students that have difficulty understanding technological processes, they will prepare individual poster board responses.
Conclusion
Since structure is so important in the secondary classroom, technology must be introduced at a slow enough pace enabling student engagement and on-task performance. Tomlinson (2008) explains that assessment helps correlate student work with student needs (p. 13). I believe these changes would be successful because it will balance independent reading and writing requirements with group discussion and computer instruction time enabling increased student understanding and critical thinking.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2005a). Assessing students [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2005b). Introduction: Reaching and engaging all learners through technology [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58. Retrieved from the Walden University Library using the Education Research Complete database.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from the Walden University Library using the Education Research Complete database.
Note: Submitted November 3, 2013, as partial fulfillment of Masters of Education EDUC 6714, Engaging All Learners Through Technology, Walden University.
Copyright © 2013 Ron Bottorff
Copyright © 2013 Ron Bottorff