Assessment as a Learning Tool to Master CALL Skills in a Computer-Assisted Language Learning (CALL) Course

Lyra Riabov Associate Professor Center for Language Education Southern New Hampshire University NNETESOL November 15, 2003

Discussion

• Objectives of the EFL 537 CALL Course in MS TEFL Program in SNHU • Challenges of Learning and Teaching CALL Course • Assessment Model Used in This Course to Meet These Challenges Lyra Riabov Assessment Tools for CALL 2

Objectives of the EFL 537 CALL Course • Overview research, practice and critical issues of CALL environments, • Learn computer technology such as, use of the Internet, E-Mail, MS Word, MS Power Point, • Create a web page as tool for EFL/ESL instruction Raphael,

The School of Athens

Vatican (

fragment)

• Evaluate CALL software, • Develop lesson plans incorporating the use of appropriate CALL software, and/or Web based resources • Create E-Portfolio Lyra Riabov Assessment Tools for CALL 3

A Web of Challenges

• Standards for CALL are still in the stage of exploration by TESOL CALL IS group • CALL classroom includes students with knowledge of technology or knowledge of language teaching but rarely with knowledge of both • It is a challenge to develop lessons that appeal to both types Lyra Riabov Assessment Tools for CALL 4

Philosophy of Learning and Structure of the CALL Course: • Hands on activities • Learning through doing • Project based learning • Collaborative learning • Peer teaching • Continuous Assessment Lyra Riabov Assessment Tools for CALL Galileo Galilei Uffizi, Florence, Italy 5

Forms of Learning & Assignments

• Tasks and projects • Workshops • Presentations • Reflection discussions and papers • Lesson Plans presentations, which include computer-assisted language learning activities • E-portfolios and self-evaluation Palazzo Pitti, Florence, Italy Lyra Riabov Assessment Tools for CALL 6

Forms of Instructional Support & Communication • 0nline and textbook reading and discussion • E-discussion board and e-forums • Online Tutorials • In class and by e-mail student-student, teacher student active communication • Instructional/teacher-peer feedback • Team learning and peer evaluation • Evaluation and feedback rubrics Lyra Riabov Assessment Tools for CALL 7

How to Meet the Challenges

• Continuous Assessment serves as a Learning Tool • Learner-centered strategies place the learner in the center of the learning process • Learning and its outcome are assessed in process of the student work on the Web based project, presentations, and e portfolios • Learning is guided and assessed with the help of rubrics, check lists, and tutorials • Creative thinking is assessed through software and websites evaluations • Reflecting in a written form, e-forums, and class discussions link to self-assessment • Students are graded for the learning process as well as the outcomes Lyra Riabov Assessment Tools for CALL 8

Assessment Tools

• Information Rubric: class list, e-accounts, etc., • Computer Skills Evaluation Rubric: first class & last class • Final Project Presentation Check List • Instructor’s Guidelines for writing a reaction or moderating a discussion • Peer Evaluation of the Reaction Presentation and Moderating a Discussion Lyra Riabov • Guidelines for a CALL lesson plan • Software evaluation rubric • Web site evaluation rubric • Computer skills tutorials • Written reflection on reading and critical points by e-forums & e-mail communication • Self-Assessment Questionnaires • Students’ survey Assessment Tools for CALL 9

Continuous Assessment

• Assessment of the starting mix of skills • Assessment of the progress of acquiring the skills • Assessment for instructional purposes • Assessment as integral part of classroom activities • Assessment focus on process of leaning as well as products

Lyra Riabov Assessment Tools for CALL 10

Comparative Results

EFL537 CALL 2002-2003 12-week course December 2002 March 2003 Lyra Riabov Assessment Tools for CALL 11

Recommendations

Due to a great mix of the computer skills and a great diversity of background knowledge of linguistics and language acquisition skills

continuous alternative assessment

of the progress of learning as well as its outcome is crucial all through the CALL course.

Philosophy of teaching

: Learner-centered class, hands on activities, learning through doing, project based learning, collaborative learning, and peer teaching.

Assessment

becomes an integral part of classroom activities.

Student Web based e-portfolios and self-assessment

increase motivation and comprehension of the whole process of learning. Lyra Riabov Assessment Tools for CALL 12

References

• • • • • • • • • An Exploration of Standards for CALL (TESOL 2003) Douglas Mills, What Constitutes CALL Competence? Thomas N. Janicki, George P. Schell, & Jay Weinroth (2000) Development of a Model for Computer Supported Learning Systems. International Journal of Educational Technology National Educational Technology Standards and Performance Indicators for All Teachers History Of CALL La Marca, Paul M. (2001). Alignment of standards and assessments as an accountability criterion. Practical Assessment, Research & Evaluation Emily Gómez,(2000). Assessment Portfolios: Including English Language Learners in Large-Scale Assessments.ERIC Digest Joy Egbert, Trena M. Paul & Yoko Nakamichi (2002). The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in Teacher Education. Language Learning & Technology, Vol. 6, No.3, September 2002, pp. 108-126 Dörnyei, Z. (2002). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ:Lawrence Erlbaum Lyra Riabov Assessment Tools for CALL 13