Final Project Description
EDUC 763: Assessment in E-Learning
Summer 2010
This blog has been created as an assignment for the Assessment in E-Learning course at UW-STOUT. The task is to create an Assessment Toolbox for an online course. Four objectives had to be created and with that four assessment tools that complement each objective had to be described. Plagiarism and diversity had to be addressed, along with supplying rubrics for each objective.
About the Institution
CedarBridge Academy (CBA) is one of 2 public high schools in Bermuda. It has promoted the use of technology by its teachers since inception 12 years ago. Now, there has been a shift from teacher use of technology to student use of technology to learn the content, to complete assignments and to be assessed. There are no online courses at CBA at the moment. However, in July 2010, the Ministry of Education (MOED) in Bermuda introduced the Blueprint for Reform in Education that listed the required use of technology for enhancing education as one of their core values. Further to that, MOED stated they will develop and implement e-learning opportunities in multiple course areas for students.
Course Description
The online intermediate French course is designed for the purpose of being able to communicate in French whether in written form, reading, listening or speaking. It is geared toward the French GCSE program, in which students will sit 4 French exams throughout the two years, pertaining to the 4 components of language – listening, speaking, reading, and writing. This is an international exam from the AQA exam board in the UK.
The AQA French specification 2010 states
“All GCSE specifications must identify, as appropriate, opportunities for generating evidence on which candidates may be assessed in the “main” Key Skills of communication, application of number and information technology at the appropriate level(s). Also, where appropriate, they must identify opportunities for developing and generating evidence for addressing the “wider” Key Skills of working with others, improving own learning and performance and problem solving.” (p.6)
The use of technology in this course will enhance the quality of learning via higher-order thinking tasks such as weekly journaling, online collaboration amongst peers, creating French dialogues, and interviewing people. A huge emphasis will be on speaking and listening with authentic materials which helps to develop an awareness of the French culture.
The authenticity of each assessment is mixed with traditional methods of assessment, which lends itself to making sure the basic knowledge has been learned and applying that knowledge to perform a task. Mueller (2010) states that “…a teacher does not have to choose between AA [authentic assessment] and TA [traditional assessment]. It is likely that some mix of the two will best meet your needs.”
Student audience
These students are between the ages of 16 and 18 years old. They have had 2 years of basic French and are now completing the 2 year GCSE French program. The students have a range of ability in French and also have varying motivational drive. Most of them have a computer with internet access at home. For those who do not, they can use computers at the school or the public library.
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