The Three Questions Podcast

Final course project...

My Glog

From the Podcast creation...my glogster

Inspiration Story Board for Video Podcast

Reading Prompt 12 reply

Ockey presents valid arguments on why the full potential of CBT has failed. Regarding CATs, the possibility of violating the unidimensionality and local independence assumptions within the IRT scoring algorithm can skew the validity of the test taker’s responses. In turn, an inaccurate assessment could result. Also, until there is agreement on CAT algorithm, I agree test takers will continue to receive various test scores. I also agree on the necessity to maintain a large bank of test questions, if CAT is going to be an effective assessment system—as the test taker population represents various proficiency levels. Expert human resources in developing and implementing CAT are a must, as it demands a degree of knowledge/analysis. In the area of CBT security, valid points were raised about test takers memorizing and sharing material, verifying their identity, and hackers—all valid CBT vulnerabilities. Several pros and cons were offered in the discussion of CBT usage for language skills assessment. A blending of CBT and human raters with writing assessments was the best method to assess writing skills. Taking that idea further, with challenges across the language skills discussed, it does not make sense to rely solely on CBT for assessment purposes. There isn’t consensus in its various applications and questions of reliability and validity continue to exist. CBT should be viewed as one method of assessing SLLs, but not the sole instrument.
And that brings me to Cummins & Davesne’s article on EPs as alternative assessment tools. I would use EPs as equal partners, vice just an alternative, to assessments. I would adapt the EP format for my adult learners, as we are not in an academic school program. All 3 parts—passport, bio’, and the dossier would be included, but modified to a less academic style for my learners. Samples of written and oral activities would complement assessments of such, which would portray a more complete picture of the learners’ language proficiency in these domains. Pair/group work collaborations would be in the EPs—as learners learn from each other, this would be reflected. I would use the EPs as a method for learners to capture and view themselves in a SLA light. That could further empower learners with their SLA journey. From the assessment perspective, using EPs in my classroom would provide a richer and a more visual measure of their course progress. The concept of assessing a collection of a student’s work via EPs provides a more well-rounded method to assess motivation and progress.

Tuscan Sunflowers

Tuscan Sunflowers
Originally uploaded by janine bone

'Bella, 'bella, bella! I love the Tuscan countryside, just outside of Firenzi, Italia. A glass of Classico Chianti and you're there!

Reading Presentation

Reading Prompt 11 reply

Richardson mentions ‘overwhelming’ at the end of his chapter on the social web. Couldn’t agree more, especially after reading about Diigo and del.icio.us social bookmarking tools! Maybe if I saw demos’ on them I could understand their use and value more. Twittering I get, although I don’t do it. A possible idea would be to use it as a way to chime in on a common daily event or news item. Using the L2 to comment via tweets could promote/improve informal communication skills, namely brevity and conciseness. Other than the examples cited throughout the chapter, I can’t think of any additional ways I could use any of the other tools. He mentions the collaborative uses of each, which is always welcomed and encouraged in the L2 learning classroom. I somewhat understood the tagging folksonomy mentioned, but again a demo’ would make is more understandable for me.

The digital divide involves the issue of technology and equity in our public education system. Warschauer et al. pose that instead of a digital divide today, there is a range of factors shaping technology use that in turn, reinforces education inequalities. Three issues discussed affecting the low-SES schools include performativity—the teaching of basic computer tasks versus purposeful learning w/technology. Workability, another issue, involved aspects of computer management described as being deficient at times. With that, support systems/pedagogical support were also problematic. The third issue was complexity, as viewed by many of the teachers. Due to high-stakes testing pressures, lack of home computers for all the students, and the fact that many are ELLs, integration of computers into curriculum was a complex undertaking. Along with these three issues, the lack of qualified teachers and financial support at the low-SES schools were also factors. I would suggest, as the authors do, technical training for educators, including emphasizing academic gains that can be realized. If computer labs are in place, in addition to lab time, creating computer clubs to promote usage. Monitored, w/guidelines, activities related to context area could be offered, possibly with an extra credit incentive. Motivation toward academic progression/success could be the goal. Given financial constraints w/the education system, inline with sports and special trips fundraisers, perhaps fundraisers for computers and academic training with them. To provide optimum CALL academic environments these days, innovation/thinking outside the box is warranted!