In ISLT 9484, I used Collaborate to conduct a Synchronous Instructional Session (150 MB download) as outlined in my class discussion post. I guided my “students” through different ways to demonstrate competency in English paragraph writing. I used a Kahoot! quiz and several direct questions, as well as a Q&A at the end of the session to assess students’ understanding of paragraph structure. In the follow-up homework activity, students would have written a paragraph on a Google Doc, demonstrating correct paragraph form and good structure while describing what they had learned in the session. Also, in 9484, I directed a small group discussion forum as the instructor; that is, I created and engaged in a discussion with other students about the material we were covering in class. Discussion boards are a good way to conduct formative assessments of student learning. Last semester, I created and moderated discussion boards in Schoology for a course on current economic issues.
In addition, some of my fall semester freshman students will be using Google Docs for persuasive paragraph assignments. These assignments serve as formative assessments of their writing skills, and I use correction codes and comments to help them reflect on how to improve their writing and what they have learned from draft to draft. These freshmen will also be creating persuasive presentations as a summative assessment using many of the principles they learned while learning to write persuasive paragraphs. These activities will closely resemble the design challenge activities I built for ISLT 9485 ("Paragraphs" and "Presentations").
In ISLT 7374, Exploring Canvas, I learned how to use an LMS to provide students with a variety of ways to demonstrate competency, including quizzes and discussion boards.
As previously mentioned, in ISLT 9484, I demonstrated how to use Collaborate to perform formative assessments of students on their understanding of paragraph writing. In ISLT 9485 I designed several means of conducting formative and summative assessments, including online activities and games that would provide immediate feedback to students with respect to their progress toward specific learning goals. I also designed a presentation activity as a summative assessment. On a discussion board in 9484, I described how to use Google Hangouts to assess EFL learners’ ability to resolve business-related problems over the phone in English. In ISLT 9471, my group designed an employment search course which included online formative and summative evaluation instruments. Finally, as mentioned above, I have designed and implemented discussion boards as assessments delivered via Canvas and Schoology.
In ISLT 9417, I designed an action research plan to develop a web-based, peer-review process by which EFL students could communicate constructive criticism and ideas to their peers. In ISLT 7374, Exploring Canvas, I learned how to use an LMS to provide students with assessment data, such as quiz scores or direct comments on work done. I have used Schoology for discussion boards, which allows me to use comments along with grades to guide student progress with respect to writing skills and or understanding of a topic under discussion. I can also send more detailed remarks via Schoology’s messaging tool. I keep in touch with my YU students about their progress in many ways: LMS message tools, email, push messages, etc.