Group Work Week 1
TOPIC1: Web–Based Instruction/Learning (WBT - WBL)
Q1 What are their meanings, how are they different from CAI – CAL (Computer Assisted Instruction/Learning) ?
Q2 What are the benefits of WBI – WBL ?
Q3 How to design and develop the WBI – WBL ?
Q4 What conclusions can you make after exploring the site called “Web-Based Instruction”?
Q5 What conclusions can you make on this site called “So you Want to develop WBI”?

TOPIC 2: e-Learning/ m-Learning/ u-Learning
Q1 What is the meaning of e-Learning and e-Learning 2.0?
Q2 What conclusions can you make for U-Learning and m-Learning?
Q3 What did you get from exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”?
Q4 What are the conclusions from “Predictions for e-Learning in 2011”?

TOPIC 3: Online Learning – Blended Learning
Q1 What are the focusing points of Online Learning ?
Q2 Do they have benefits and limitations? What are they?
Q3 What are the key elements of the online program?
Q4 What is the new “Blended Learning” ?

Group Work Week 2

Group Work Week 3
Topic 1 : Alternative Assessment
Topic 2: Performance-Based Assessment
Topic 3: Examples Resources on Portfolio

Group work week 1

TOPIC1: Web–Based Instruction/Learning (WBT - WBL)

Q1 What are their meanings, how are they different from CAI – CAL
(Computer Assisted Instruction/Learning) ?

Computer-assisted instruction (CAI) is a program of instructional material presented by means of a computer or computer systems. For instance, classes offered online would have computer assisted instruction.

Computer-Assisted Instruction

The first is called computer-assisted instruction and can be described as learning through computers. In CAI, instructional sequences and questions must first be preprogrammed and then students use the preprogrammed instructional material in an interactive fashion. Examples of typical CAI sequences are drill and practice, gaming, simulation, Socratic questioning, testing and tutorial instruction. In CAI emphasis is placed upon having students learn new concepts or in reinforcing previously learned concepts. Unfortunately, because it takes many hours to develop even one hour of CAI, the cost of producing CAI programs can be expensive.

Computer-assisted learning (CAL) is to convey a vast amount of information in a very short period of time. It is a powerful method of reinforcing concepts and topics first introduced to you through your textbook, and discussion in the classroom. Computer-assessed learning enables you in a powerful way to comprehend complex concepts.

CAI is a program of instructor and CAL is a program of learner that is the difference of them.

Q2 what are the benefits of WBI – WBL?

The Benefits of media WBI or Web Base Instruction.

1. Promote for learning more effectively.

2. Reduce a limit of the learners.

3. Learners can control their learning needs.

4. Generate interest and enthusiasm of learning.

5. Reduce the cost of the learning activities

The Benefits of Web Base Learning.

Help to solve the problem about the present study such as the shortage of teacher who is accepted and effective. Moreover, it can create a learning content standard and give a chance about the education for people who are disadvantaged educational. Including learning needs (Informal Learning) and lifelong Learning.

Q3 How to design and develop the WBI – WBL?

The way to design the WBI mainly include 3 major parts:

1. The structure of WBI

The WBI should be combined with various parts such as the information about the course objective, learning content, the profile of instructor, the chat room, the bulletin board and vital information about learning. The menu about many activities, homework, the evaluation and the exercise are also key elements as learners will be able to develop themselves independently. There should be menu for web links so that learner can search involved and new information.
2. Designing about the management of teaching/ learning in WBI

The facilitator will be required to plan the content, define the course objective, do the way to evaluate and manage the course in accordance to guideline. He/she will be responsible for creating the motivation to the learner, welcome and collaboration environment for example, and identifying the media each topic appropriately with the activity. For the learner, they should be prepared by inform the content, the objective and the method of learning in order to familiarize with the using tool before the course begin.

3. Developing WBI

The instructor and the learner should be supported to contact each other always since the instructor can help when the learner can’t understand. Furthermore, the learner can exchange the opinion with the instructor to develop the learning and teaching activity. Creating collaboration among learner is also important because they can help each other solve problem about learning and accept other idea to find the best way. For the instructor, he/she should help the learner by reflecting to the learner’s skills immediately and adapting to the way correct.

How to design and develop WBL?

A general rule for designing and developing WBL requires a clear and consistent navigational structure, such as user guide, with friendly user interface which will assist the learners who are less experienced. Each function should be designed according to internet's properties to create the learning environment without any boundaries. WBL should be designed differently depending on the course content or environment. To be user friendly, accessible and affordable are also the key elements so that the learners can develop themself effectively. Each WBL should define their objectives and manage the information in proper order. There should be, for example, course content, learning aid, evaluation, resources and web links' menu in which learners can access to find the definition and involved contents. Any information in WBL should be written with simple language to make it easier for learners to understand and be able to read them to the end. In order to interchanging opinions among learners, email and web board are also considerable on account of creating an opportunity for learners to experience things and discuss with each other.

Q4 what conclusions can you make after exploring the site called “Web-Based Instruction”?

For the site “Web-Based Instruction ", we can obviously see the phrases that can make you understand more about WBI.” WBI or Web-Based Instruction is teaching and learning supported by the attributes and resources of the Internet."” Computers and Internet are not learning tools. They are an integral part of today's learning environment. ", “Computers don't teach students, teachers teach students. ". From the couple phrases, you can say that WBI is the new way to study from now on, it can update new thing and address the acknowledge to everyone who can access the Internet. But it doesn't mean that teacher is not a part of classroom, teachers are still the important part of school.

Q5 what conclusions can you make on this site called “So you Want to develop WBI”?

For the site “So you want to develop WBI ", there are many useful suggestion that can help you to make the WBI or Web-based instruction better. Also you can find the way and new idea to improve your WBI. By presenting the 6 important titles: HTML, JAVASCRIPT, DESIGN, GRAPHICS, EXAMPLES, SOFTWARE. Each title show you their meanings, tips and advises, example: how to create a good WBI that reader or student can clearly look through and understand what you want to present: you should avoid using the black background and put less graphics, like they said "Less is more". It's very helpful for teacher or whoever would like to make a perfect WBI by concerning about the 6 important titles.

TOPIC 2: e-Learning/ m-Learning/ u-Learning

Q1 what is the meaning of e-Learning and e-Learning 2.0?

In the present, the world is changing rapidly. It resulted to the evolution that is changed as well. Particular technology that is used more in everyday life. Including education, E-learning was one of the technologies to be used in education.

E-learning refers to the use of technology in learning, teaching and education by the use of electronic media and information and communication.

E-learning includes many types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning.

E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning.

Summary:

E-learning:
- Correspondence communication.

- One-way broadcasting communication.

- Two-way Internet Technology.

E-Learning 2.0 is a type of computer-supported collaborative learning (CSCL) system that developed with the emergence of Web 2.0. From an e-learning 2.0 perspective, conventional e-learning systems were based on instructional packets, which were delivered to students using assignments that were evaluated by the teacher. In contrast, the new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life. E-learning2.0 will construct the social. The learning takes place through conversations about content and grounded interaction about problems and actions. The advocates of social learning claim that one of the best ways to learn something is to teach it to others.

Q2 what conclusions can you make for U-Learning and m-Learning?

M-Learning or Mobile Learning:

A method to learn via mobile phone or using portable computing devices (such as laptops, tablet PCs, PDAs, and smart phones) with wireless networks enables mobility and mobile learning, allowing teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction. Mobile technologies support learning experiences that are collaborative, accessible, and integrated with the world beyond the classroom.

M-Learning:

- Handheld Device and Mobile [Phone] Technology

- Palm,PDA,UMPC [Ultra Mobile Personal Computer],Laptop or notebook

- Mobile Phones

- IPod, MP3, MP4

U-Learning or Ubiquitous Learning

U-Learning [Ubiquitous Learning] refers to learning that occurs around us by virtue of the built environment to access learning independent. So, U-Learning can happen anywhere, anytime and anywhere access to learning tools. Not limited to access from desktop. It includes other tools, such as laptops, UMPC (Ultra Mobile PC) PDA (Personal Digital Assistant) or even cell types so that they are connected to a computer network.

U-Learning:
- U-City

- Ubiquitous Technology

- Convergence of diverse tools: fixed-mobile, wire-wireless, and communications-broadcasting technologies

Q3 what did you get from exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”?
The things that get from exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age.

Frist, Ubiquitous learning environment or U-Learning is various learning and use more contexts or the various learning material such as videos, audios, or PowerPoint presentations that the learner can take advantage of this. It will make the learner to deep in the procession of learning too.

Second, ubiquitous learning environment is the situation that can find in everyplace to learn and allow the classroom to change to non-traditional context that the teacher can pay attention to every student and every student can learn from the different location that will give the place of happiness between the student and the teacher too.

Third, Ubiquitous learning environment let the learner to become the lifelong learner from teaching ESL/EFL (English as a Second Language and English as a Foreign Language). Ubiquitous learning environment allow the learner have to learn the new technologies that are important for real life. And Ubiquitous learning environment will let the learner and the teacher to present the knowledge another by using the material educational.

The transition outstanding about the education

-The guidance about learning under the concept whatever, whenever and wherever that it result from using Internet is easy to use and free

-The smart phone become the important role about learning and using of the various media through Internet.

-Having self-study that make the more experience, the more knowledge from learning and link to the concept whatever, whenever and wherever learning too.

-Many educational institutions use new technologies for publish the knowledge by using thru some programs such as wiki, blog and the services from Internet.

-The necessity to learning about how to use the new technologies for the way easy to access to the information.

-Learning and sharing the experience on Flickr, Facebook or Twitter between the learner and the educator

-The learner can chose learning according to their skills, knowledge, and experiences from opening of learning.

-Having the program free that help the learner to make the experience and make the procession of learning as website khan academy.

-The development of the educator about the new knowledge and how to use the new technologies is necessary to the learner’s lifelong learning skill and easy to develop progressively.

-Using of the technology in the education is the new things that the teacher have to add and share the information to the online world.

Q4 what are the conclusions from “Predictions for e-Learning in 2011”?

The forecast of E-Learning in 2011 is concluded about

1. Opening of the learning increase more and more that the learner can find the ways to make the experience and practice that they want to learn and they can chose the time, the place that they want too.

2. Internet and E-Learning will be the important role about learning and working such as website from the government that help the learner and the worker to learn and to work easily.

3. There is the appropriation of knowledge in the Internet as the result of more knowledge in Internet, then it is easy to apply and to use it.

4. The knowledge and the information can be shared simply to each other from using Internet, so the development of knowledge will raise quickly.

5. there are many new technologies that bring to use in learning such as the applications for learning in ‘’ app store ‘’, the video, the virtual classroom, Wikitude, Layar, ARToolkit or the smart board that more colleges or more universities bring this to use.

TOPIC 3: Online Learning – Blended Learning

Q1 what are the focusing points of Online Learning?

“Online Learning” is as the freedom and unlimited learning world from via the Internet: we can choose our available place and time to learn (at anytime from anywhere) and as the center of learning oneself by technology.

For focusing points of Online Learning, we can separate into 2 parts: learning and teaching. For learning, it is self-taught. The autodidacts can learn and search knowledge all the time and also share or exchange information, interests and opinion with each other. We can access and achieve quickly and various information and lessons, for example website, blog and e-learning program. There are many types of instruction: listening, speaking, reading and writing. The other side, for teaching, Online Learning is a resource of sharing knowledge and information about professional development and curriculum to be always up-to-date, as a resource of integration of many sciences such as technology. We can get information from free resources to download: lesson plans, classroom materials or Medias and activities. In addition, we can exchange knowledge and express opinion with each other as a teaching community.

However, Online Learning won’t be perfect if there aren’t a good teaching online and a good way to learn. They have to be related.

Q2 do they have benefits and limitations? What are they?

Online Learning has benefits and limitations. The benefits of online learning are to be comfortable and free to learn, we can choose time and place that we need. So, it is a good way for practicing time management skills for being good study habits and being responsible. Additionally, it is an unlimited instruction, we can share, exchange knowledge and discuss with each other or work together about academic or career goals that becomes relationships in an online learning. Importantly, we can reach and achieve easily information which is up-to-date and can integrate knowledge with many subjects such as technology and culture that will be perfect learning. In the other side, the limitations, the first, it has to have more money for investment to make learning program. Next, we must have an intermediate: a computer and the Internet to access and achieve information. Online Learning won’t succeed if the instructor doesn’t understand students, can’t touch or observe directly about their reaction, intention and interests. Then, they can’t ask directly instructor. Finally, this educative way it emphasizes to learn more theory than practice or experiment.

Q3 what are the key elements of the online program?

The key elements of the online program consist of 4 major components: the student, the curriculum, the facilitator and the technology.

1. The students

The online program was created for those who need an accelerated learning or those who have busy lives and cannot take part in the real classroom. That's why the students play important role in the online program due to the fact that it was designed for both students who are traditional and non-traditional students. In virtual classroom, the learners will be expected to be self-motivated, mature and open minded with any critical thinking and willing to work to produce
the learning environment (written participation, expressing their ideas, accessing to the needed resources ,for example) which lead to creating synergy among the students and instructors.To be able to succeed in the virtual classroom system requires self-discipline, mastering time management and the understanding in learning objectives related to the course content which learners can apply to their personal goals including with good written skills and technological knowledge.

2. The curriculum

The online curriculum was specially designed for short-term and in accordance with its nature along with the same standards and evaluation process as the degree program of university since it remains part of the academic curriculum. Online curriculum should develop learner's critical thinking skills and support learning by exchanging ideas among the students and instructors so that reducing the lectures and compensating with display the learner's opinions are a must. Online curriculum consist of 2 factors: process and outcomes. For the learning process, it must combine every aspect such as life, work, and educational experience for learners including creating a connection between course objectives and work experience, building team collaboration in which learners and instructors energetically work together. For the learning outcome, it must be reachable and allow learners to use them in daily life which is meeting their learning needs. The instructor is responsible for creating welcome environment in order to produce the collaboration through the virtual class which has significant meaning influencing students since the collaborative environment has impact on the learning outcome.

3. The facilitator or the instructor

As an important component of online course, the facilitators ' attitudes and personalities influence the tone of learning environment. If they are mind-supporting and positive, the students can comfort quickly in the virtual classroom. The instructor cannot use the traditional teaching with online course but he/she has to become a guide who connect the online learning with the student and manage the class to student centered-environment. Since the traditional teaching method doesn't work with online course, the instructor will manage the classroom differently for example monitoring 24hrs per/day classroom, providing the directions without controlling the class, creating up the educational and collaborative environment and dealing with the students who are adults and may require individual needs.

4. The technology

The technology selected should be based on the need and learning objective. It also must be user friendly, reliable, accessible and affordable. The facilitator should be the first using particular technology and he/she must be comfortable with it before using it in the course. Before the class begin, the student may be required to participate in orientation to be used to the technology using in the course. Finally, technical support is needed because both student and instructor should be able to turn for help when technical issues occur. The success of
online course depends on how well the technology system work.

Q4 what is the new “Blended Learning”?

Blended learning is a formal education with some element student can control over time, place and pace. It combines traditional classroom method which is face to face and online. The instructors can teach through various interactive media such as TEL, CBI, CBT, CAI, IBT, WBT and VLE. It's not as simple as adding computers to the classroom because this style of learning requires the teachers and students involved. The teacher is no longer "knowledge distributor" but he/she will work as a facilitator who guide the learners toward the learning experience. On the other hand the student will be empowered to manage the class and give their opinions on the course content. The students will choose the course according to their individual needs so they can apply them to their daily lives. This non-traditional education require the learner's written skills to
express their idea in virtual classroom, the collaboration among students and instructors, and the needed technology.

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Group work week 2

1. The meaning of Web Quest

“A Web quest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet, optionally supplemented with videoconferencing.’’ said Bernie Dodge, the originator of Web Quest. It's a web-based lesson or a classroom-based lesson, created for educators by educators or teachers. You can easily explore and evaluate by surfing the Internet. Web Quest can be created and decorated by using several programs. Now, it has been a part of project-based learning and teaching in education.

There are 2 kinds of Web Quest:

1. Short term Web Quest: the information deliver to the learners and they can evaluate what they have learned from those Web Quests.

2. Longer Term Web Quest: the Learners know how to evaluate the information, they can deeply understand what we have got, analyze the information and also transfer this information to the others.

2. Component of Web Quest

There are six major components in a Web Quest:

2.1 Introduction

This section provides background information and some scenarios to give students to play like 'your job is to become an expert of the fossil' or 'you have to become a gang member and find a way to make two gangs make up using a non-violence way'. It also provides the learning objectives to the students. The purpose of the introduction is to raise an interest in the learner through activity at the beginning. When project are related to the students' interests, ideas, experience or their goal in the future, the learner can be more interested in the activity.
2.2Task It's a description of what the learner will have done at the end of the exercise. It must be interesting and doable. The task could be a product or a verbal presentation. The teacher should show students an example of a finished project which have some similar to student project to make them understand what they are trying to accomplish. The task should be visually interesting, important problem like global, social, political, economic and environment issues. However, it should also be fun for students.

2.3. Process

This part provides a step learner will go through to accomplish the task, with link embedded. The teacher must clearly describe the steps and can also provide the learning advice.

2.4. Resources

This section consists of a list of web pages that will help learner to accomplish the task. However, the non-web resources can be used. These can include supplementary media like printed resources, audio cassettes, posters, maps, books, models, manipulative, and sculptures. Filed trips, visiting lecturers, team teaching and other motivation techniques can also be used.

2.5. Evaluation

Each Web Quest needs an evaluation rubric for evaluating students' work. It can take different forms. The standard should be clear goals, fair, consistent, and specific to the task. The teacher can state the evaluation process in the Introduction stage which can be helpful to point out the student example: Exemplary, acceptable, and unacceptable. The range between exemplary to unacceptable must be clear for all achieve.

2.6. Conclusion

This section allows the students to be reminded what they have learned. The teacher will bring closure to the project and encourage reflection about the process. Moreover, they can have a discussion of extended learning for follow-up activity or suggesting ways of doing thing differently to improve the lesson.

3. Design steps and process of Web Quest
After starting to work on the actual Web Quest components, you continue designing.

First of all, you must choose a topic that you appreciate regarding studying or teaching. A good topic should be concerned with curriculum standards; you can select as your project that you have taught before in the classroom and would like to add any medias and books and magazines for deep understanding of students.

Secondary, make a design and templates that are way to start creating your Web Quest. A lot of patterns are provided to create, you can select them that is suitable your topic.

And download the student and teacher templates for the design you chose. Open them up in your favorite web editor (Dreamweaver, Composer, FrontPage, etc.). Moreover, each pattern is distinct from the others in terms of the type of content. The design patterns can be showed the key thinking such as design tasks, decision tasks, analysis tasks, and prediction tasks. Presentation to those tasks guarantees that your Web Quest will be a higher level thinking task.

After chose pattern, write up the task in the student template and the Standards and Learners in the teacher template. There are 4 subjects for writing: project’s name, description, instructional purpose and examples. Then, describe how learners will be evaluated: the teacher must complete the evaluation section for example a predetermined evaluation rubric. The evaluation section is essential for the goals of the Web Quest to test the success of students' learning.

Furthermore, teachers can use process checklists for examine at each point in the project and aspects of the lesson from students.

Next, design and process, teacher should add any extra information needed like images, videos, animations and graphics in any of the Web Quest’s parts (more frequently in the Introduction and the Conclusion sections) and set of resources to provide the information wanted.

Finally, polish and optimize Web Quest, you check to complete the part of Web Quest as a Introduction, task, process, resources, evaluation and conclusion and also all other parts of the teacher template.

This is a linear description of the design process of a Web Quest of Bernie Dodge, professor of Educational Technology, San Diego State University.

Select a Topic appropriate for Web Quest --> Select a design -->

Describe How Learners will be evaluated --> Design the process --> Polish & Prettify.

4. Supplementary medias of Web quest.
4.1. Link Replacements
It come from the root of the web link, but it has to remove the page file name and leave the webserver and subdirectory.
4.2. Primary Sources and Data
The primary sources and data is found by searching on the online news or the reference tools for provide a virtual experience such as
- 42explore: Polls and Surveys

- 42explore: Statistics

- Digital and Virtual Field Trips

- Digital and Virtual Libraries etc.
4.3. Collaborative Experiences
Using of the materials for e-talk or share the ideas through e-mail or in a discussion such as

- Ask An Expert

- Book Review Projects

- Discussion Tools

- Email Tools etc.

4.4. Process and Product Resources
When the students need to review the main concept, they also need to improve their skills too. So, interactive games and tutorials can extend your Web Quest too and the students will pay attention to these for their projects. These are materials about process and product resources such as

- Contests, Fairs, and Publishing: Sharing On the Web
- Copyright Issues
- Citing Internet Resources
- Electronic PostCards in the Classroom
- Evaluating Internet Resources etc.

4.5. Multimedia Resources such as

- Visual Resources; Photos and Clip Art

- Public Domain / Copyright Free Media

- Multimedia Seeds - Audio, Video, and Visual Resources
4.6. Inquiry and Information Tools
These are the resources that help the students in their project, such as
- Think-tank is used for brainstorming and organizing topic ideas.
4.7. Web 2.0 Applications such as blog, wiki, google earth etc.

5 Web Quest Examples

5.1. Example Dinosaur before dark I: student page
In the student version page, there are 3 main frames in the website:
1. Top frame is the Name of Web Quest = Dinosaur before dark.

2. Lower left side is the name of Web Quest chapters. Here in the student version page, there are 6 chapters for students that are:

==>Introduction that introduces the story of lesson and uses the challenging words for students to discover to trail of dinosaurs

==>Task, in this chapter the content will show the detail of assignments and there is the link to let students download the handout exercise worksheets (worksheets including map, questions space for drawing)

==>Process, this chapter describe to student how to achieve the given task step-by-step. The content of chapter composed of many essential hyperlinks for students to discover.

==>Evaluation, this page shows the rubrics of evaluations. In the "Dinosaurs before dark", there are five rubrics for 20 full scores: Narrative response (4 scores) Map/drawing (4 scores) Dinosaur journal page (4 scores) Book reading (4 scores) Group work. (4 scores)

==>Credit shows the name of Web questdeveloper.

3. The Biggest lower frame on right shows the content after clicking, the name of six chapters on left.

5.1.1. Example Dinosaurs before dark II: Teacher page
In the teacher version, there are also 3 frames as student's one but there are only 5 chapters:
=>Introduction, the content to show to teacher is almost the same show to students.

=>Learner, in this page they show what level of student fits this lesson.

=>Standard, this page show the standard of learning. What objectives that students should be reached after learning with this lesson?

=>Process I'm amazed because this page is blank.

=>Resource The site show the links for essential trails to discover and link to download the handout document.

5.2. Example "Quest for fun"
Quest for fun is the Web Quest created by Linda Adkkins, Montello Elementary School. She used www.questgarden.com to make her Web Quest.

The components of this Web Quest consisted of 2 main components which are:

1. Students’ page component

2. Teacher’s page component

Students' page
The student’ page components of this Web Questarelike every instant Web Quest maker sites:

=> Introduction

“Get ready to go on a run in this quest of activities through the Internet.”
=>Task

“Your quest is through some fun tasks in which you will interact with your computer in a number of ways. Which one will you like the best? Try them out, one by one, then decide. Remember those places to revisit for another time when you are on your own.”
=> Process shows the various trails of learning

There are 10 tasks to let students do. The 9 tasks are:
Task #1 Mad Libs....School Rules!! Click on the picture to go to a fun word game.

Task #2 United States Map...See how fast you can fill in the US map. Better hurry!

Task #3 Are you a good detective? See if you can be a "super-spy" in this activity!

Task #4 Play a game of "Hangman" and see if you can beat the computer!

Task #5 This is your chance to write. Create a caption for each picture.

Task #6 Watch this Rob packer in action!

Task #7 Hey! What’s the Big Idea?

Task #8 Anybody like word finds? Click here to test your levels.

Task #9 Eggs? Eggs? Are they falling eggs? Check it out.

Task #10 There's lots of learning games on this one. Go here for a fun time.

=> Evaluation

“What did you think of this quest for fun? You need to tell your teachers. Tell your teachers what you think about it and what you like best.”

=> Conclusion.

There is an instant link provided by website "Questgarden.com" to give the feedback from learners to teacher.

=>Credits shows some information about Web Quest maker, Linda Adkins.

Teacher's page components
=> Introduction -->Blank, nothing is written.

=>Learners

"This quest was designed for students in grades 3-6 as a mini-course activity, which is to last about an hour. It is available after that if any students of those grades are interested in it. It is for enjoyment only."

=>Standards

"Since this is a mini-course just for the fun of it, the only standard is that all students enjoy the experience at a high level.”

=> Process --Blank

=> Resources --blank

5.3. Example the Outsider
There are 6 parts in student page and 5 parts in teacher page.

For student page, it consist of:

1. Introduction: The teacher orient student what is coming after reading the Outsider.The student must set up the rules which can make the relationship between gangs better and change the outcome of the story to a happy ending.

2. Task: The teacher ask the student to be a member of either gang, the Greasers and the Socs, and then create a poster for the rules of their gangs which include color and picture.
Their rules must be positive and make the gangs get back on the good terms in a non-violent way.

3. Process: The teacher shows the process of creating a poster and provides some sites to help student creating a poster.

4. Evaluation : The teacher states the evaluation criteria in form of rubrics: Rules, Appearance, Grammar and Knowledge of Story.

5. Conclusion : The student will be required to present their poster to the class and they must remember not to use the violence.

6. Credits : The teacher indicates her work as 'original idea' and provide some information about herself.

For teacher page

It consists of 5 contents:
1. Introduction : The creator states some backgrounds and the guideline of activity.
2. Learner : The creator inform that this project is doable for everyone in classroom as long as they can read the story.

3. Standards : I get nothing. It's blank.

4. Process : The creator provide the time using in this project and inform the quest's objectives.
5. Resources : The book named the Outsiders.

5.4. Example : "Web Quest Educational Resources for EFL"
Part I

Firstly I'm quite amazed and feel very wonderful because this one is made by Thai people, Angsana NARKSWADI; Ph.D. student in Curriculum and Instruction from Kasertsart University under supervisory of Dr. Nopphawan and Dr. Maturos ==> my current teachers
This Web Quest developer had divided her lessons into 3 main levels:

1. EFL for Beginner level

2. EFL for Intermediate level

3. EFL for Advanced level
She had made WEBQUEST through "BLOGGER.com".

In each level the contents are shown in 4 subjects that are English, Science, Health, Occupation& technology.

Part II

EFL for Beginner
The developer used "www.blogger.com" to show all links to related Web Quests.

In beginner level, there are divided into 4 title subjects which are English, Science, Health, and Occupation & Technology.

English

In English subjects, there are 11 Web Quests and the curriculum mapping of each Web Quests.

The 11 Web Quests are

WQ1= Writing Social letters WQ2=Writing a Haiku
WQ3= Grammar COPS WQ4= Writing a Dialogue
WQ5=Writing a story WQ6=Culture on Christmas
WQ7= Culture on British Holidays WQ8= Verb Tenses
WQ9= Reported speech WQ10=Pronouns
WQ11= Analyzing and Compiling Text.

Each of every Web Quest consists of one Curriculum plan that will show in "Pirun.ac.th"as PDF file.

The curriculum plans summarize the contents, topics, standards, skills and also the additional resources used in each Web Quest.

In this study plan shows the study plan of Web Quest in 8 titles as following:
- Name of Web Quest shows name of Web Quest. And also the text of name itself is the direct hyperlink to Web Quest site.
e.g. "Direct and Indirect speech"
- Aim to write the specific aim of studying this Web Quest.
e.g. "To understand how to change direct into indirect speech statement"
- Skills to indicate the learning skill used in this Web Quest.

e.g. "Writing"
- Contents shows all contents of this Web Quest.
e.g. Direct (quoted) Speech
Indirect (Reported) Speech
Rules on transforming direct into indirect speech
Song “we are the champion”
- Language focus show the function of language used.
e.g. "How to use direct and indirect speech (statement)"
- Analysis of activities shows the learning procedures of this web quest that will show step-by-step trails of learning.
e.g. "1. This web Quest provides VDO clip under Introduction session to give

students the idea of what direct and indirect speech are.
2. In process, students will watch another VDO to find the answer for step 2 and make note on the changes of pronouns, verb tenses and time expression.

3. After this step, the teacher should elicit the answer from the students or have them present their finding to class.
4. Then they can check their understanding again from website provided and do online exercises.

5. The exercise provided in Resources is broken, use the additional exercises instead.
6. For the end product, students will have to rewrite the song “we are the Champion” into indirect speech. Students can use the lyric provided in.
Resources
- Suggestion are the suggested activities that this Web Quest not provided but we would like our students to do more.
e.g. "It might be more interesting for you g children to have them rewrite a fairytale into indirect speech.”

- Additional resources are the links to important contents concerning to webquest lessons. So the name of website can link to website by clicking.
e.g. Indirect statement Exercise
Reported Speech -statement

Reported Speech-Quiz

Part III:

EFL for Beginner; Science, Health, Occupation & Technology, Science
Inside Science, there are 4 links of Web Quests with the Curriculum plan in 8 topics like English but the writing styles are varied to be more scientific.

The 4 Web Quests in Science are
-- Identify the cause and Effect of Global warming
-- Compare and Contrast in Life
-- Reading on Gist and Details on Atoms and Elements
-- Reading for specific information on invertebrates

The Curriculum plan in 8 topics is similar to English as in this example
=>Web Quest: Global Warming
=>Aim: To find out the effects of the people on Global Warming
=>Skills: Integrated skills
=>Language Focus: Identifying Cause and Effect
=>Contents:
1. Definition of Global Warming
2. Causes of Global Warming
3. Effects of the human being on Global Warming
4. Vocabulary on Global Warming
5. How to save the world
=>Analysis of Activities:
1. For this WebQuest, students need to work in pairs and will spend 3 days to cover all the assignments.
2. Students can do Global Warming Exercises to get/ review their knowledge background before they search for information. They can also do this activity after they finish all the steps in WebQuest to review.
3. During each step, students have to recheck with the evaluation section to be certain how they will be graded.
4. For the first step, students will use the bubble speech to recordthe ideas from brainstorming activity on the causes and effects of people on Global Warming. Students can even draw their ownbubbles. It doesn't matter what the bubbles may look like.
5. Then go through the web sites, keep record at least two important things from each site.
6. Share with other groups to get more ideas on the effects of people on Global Warming. Then create a beautiful speechbubbles with at least 10 effects.
7. Select one of the bubbles speech to create a wall advertisement and Hagen it wherever people can read and be aware of this issue.
8. Students can evaluate their own work and organize their portfolio showcase to present to class. Students must have the following: items in portfolio: brainstorming, notes, speech bubbles, wall advertisement and evaluation form.
=>Suggestion: Do the quiz! Just to check your understanding after all.
If possible, should have students prepare a campaign for this issue.
=> Additional Resources:
1. Environmental Vocabulary

2. Global Warming Exercise - perfect one with 4 types of exercises on listening tasks
3. Make your own - Speech Bubble.
4. Thought and a speech Bubble Template.
Health
In health, there are 4 Web Quests which are
- Giving reason on healthy Eating and Exercise.
- Creating recipe on Healthy Breakfast Choices.
- Giving Instructions on Healthy Kids
- Writing scripts for role playing on Bully Buster
For the curriculum plan, it's similar to English and Science and if you have some addition worksheet you can do the hypertextin the "Additional resources" topics.

Example of Curriculum plan in Health
=>WebQuest: Healthy Eating and Exercise
=>Aim: To create own nutrition that tastes great and is easy on the wallet, exercise routine that they can show to the class.
=>Skills: Integrated skills
=>Language Focus: Structure: Imperative sentence
Speaking: Giving reasons on the topic assigned

=>Contents:

1. Nutritional facts
2. Food budgeting, menu planning
3. How to have strong body
4. Rules for Making Presentation
5. Present simple- Imperative sentences
=>Analysis of Activities:

1. For this WebQuest, all the web links are very useful .They provide not only knowledge but also entertainment and quizzes.

2. A teacher can start this WebQuest activities by having students brainstorm about kinds of food that they know and classify them into categories ofhealthy / unhealthy food using the table in additional resources.
3. Then have students do KWL activity from worksheet in additional resources, they will make note on what they already know about nutritional facts and what they want to know fromstudying.

4. Use Quiz menu to search for nutritional facts, do quizzes provided.
5. Plan the budget, ingredient, try and taste your creation. Find the way to exercise from web links.
6. Prepare for presentation and demonstration to class. In thepresentation, students must tell why their food creation is useful for health. Use web link as a guideline to prepare PowerPoint presentation.

=>Suggestions:
To create own nutritional food, students can look for Thai healthy recipe as a sample.
In case students are not good at using imperative sentences to describe how to cook food or do the exercise. Use additional resources to help.
=>Additional Resources: Imperative sentences
Worksheet 1: KWL Worksheet
Worksheet 2: Healthy or Unhealthy food

Occupation and Technology
In Occupation& Technology, there are 3 Web Quest which are:
- Giving Instruction on A Healthy Way of Living
- Jigsaw Reading on I-Safety
- Compare and Contrast on Table Manners
The Curriculum plan of Web Quest is also shown in 8 topics as example;
=>WebQuest: Good Manners at the Table
=>Aim: To identify good and bad table manners
=>Skills: Integrated skills
=>Language Focus: Compare and Contrast
=>Contents:
1. The importance of table manners
2. Dining Etiquette
3. Formal Dinner Place Setting
4. Proper use of a napkin and utensils
=>Analysis of Activities:
1. Introduce key vocabulary such as etiquette, manners, napkin,utensils.
2. Brainstorm a list of table manners, then invites students to explore websites both in WebQuest and Additional Resources.
3. As they view the sites, they can compare and contrast their list with the information there.
4. Students use their knowledge in real life by doing activities in process- step 4 and 5 and make a list of what they haveobserved both good and bad manners in Thai culture.
5. Students form a team of 3 students to make a poster showingtable manners to display in the school canteen.
6. If possible, have students study how to use utensils in western style and demonstrate in class.
=>Suggestions:
In this WebQuest, the writer focuses only on table manners for kids. The teacher should extend the lesson by having students learn more on how to use the utensils both in American and Europeanstyle.
=>Additional Resources:
1. How to Use Table Manners
2. Proper Table Manners
3. 10 Table Manners Your Kids Should Learn
4. Basic Dining Etiquette- Using Utensils

Group Work Week 3

Topic 1: Alternative Assessment

Alternative Assessment

First of all, we describe the meaning of authentic assessment as assessment tasks, as reading and writing in the real world and in school. It aims to test students’ performance in 'real-world' contexts. Students will learn to apply essential knowledge and skills for authentic purposes seeing that it concentrates on students' analytical skills, creativity, ability to work collaboratively and written and oral expression skills. It emphasizes importance of learning process as much as the finished product.

How to use authentic assessment in the classroom?

Authentic assessment utilizes performance samples. There are 5 keys types of performance samples:

1. Performance Assessment

Performance assessments are for testing students' ability to use skills in a diversity of authentic contexts. Students must work with a team and apply skills and concepts to solve complex problems for example presentation in the class, doing science experiments, analyzing or debating.

2. Short Investigations

Teachers use this method to test students’ understanding from many ways: they ask students to resume, interpret, calculate, explain, or predict. They may make different questions or use concept mapping for evaluation their students.

3. Open-Response questions
In Open-Response Questions, students are able to share their view and thinking responses include:

-a brief written or oral answer

-a mathematical solution

-a drawing

-a diagram, chart, or graph

4. Portfolios

Portfolios not only help students to be more accountable for the work that they do in class but also allow teachers to look at students individually, with his or her own unique set of characteristics, needs, and strengths. Students are available to design it themselves. A student portfolio can include:

-journal entries and reflective writing

- peer reviews

-artwork, diagrams, charts, and graphs

-group reports

-student notes and outlines

-rough drafts and polished writing

5. Self-Assessment

Evaluative questions are the basic tools of self-assessment. Students give written or oral responses to questions like:

-What was the most difficult part of this project for you?

-What do you think you should do next?

-If you could do this task again, what would you do differently?

-What did you learn from this project?

As a result of authentic assessment highlight process and performance, it supports students to practice critical-thinking skills and to get interested about the new things they are learning.

For Authentic Assessment Toolbox
There are 4 steps process for creating an authentic assessment: standards, tasks, rubrics and portfolio.
1. Standards
We will describe as a diagram, top of the above diagram is the mission statement of schools (for writing what students are intended to know and be able to do when they graduate). An example of a mission statement might be:
"All students at Mueller School will become effective communicators, collaborators and problem-solvers."
Then, the goals which are more particular refer to expectations for students. The goals also communicate the school or district's focus for its educational plan.
Standards are content-based, tend to be specific to one or a few grade levels and one content area, and may be written at the level of a unit in curricular planning. Finally, objectives are written at the level of the lesson plan, with one or more objectives for each lesson.
This is a diagram created by Jon Mueller

2. Authentic Tasks

What are different between traditional assessments and authentic assessments?

On traditional assessments, there are several choices (i.e., a, b, c or d; true or false; which of these match with those), students must select the right answer. On the other hand, for authentic assessments, students must demonstrate understanding by performing a more complex task and more meaningful application.

A part from traditional assessments as an indirect because these tests offer these contrived means but authentic assessments is direct evidence and real-life; tests asked to recall or recognize facts and ideas and propositions in life.

Types of Authentic Tasks
- Selected-response: Multiple-choice tests, True-false, Matching, Fill-in-the-blank, Label a diagram
- Constructed Response; (product-like): Short-answer essay questions, Explain your solution; (performance-like): Reading fluently, Conferences, Utilizing library services.
3. Rubrics
Rubrics focused feedback on works in progress. Moreover, rubrics have the potential to help students develop understanding and skill
Component of rubrics follow:
-Rubrics contain the essential criteria (characteristics of good performance on a particular task) for the task and suitable levels of performance for each criterion. The common subject is written on above rubric. Each rubric has at least two criteria and at least two levels of performance for better feedback and more consistently and objectively remark for example, between good and bad performance, mediocre and poor performance, when testing student work. The last, the rubric consist of mechanism for assigning a score to each project.

4. Portfolios

Student can collect their work particularly chosen to present especially story about themselves, this call portfolios, a great opportunity to develop self-assessment skills

Components of portfolio assignment:

-Purpose: What is the purpose(s) of the portfolio?

-Audience: For what audience(s) will the portfolio be created?

-Content: What samples of student work will be included?

-Process: What processes will be engaged in during the development of the portfolio? (Selection of contents, reflection on samples of work, conferencing on student work and processes)

-Management: How will time and materials be managed in the development of the portfolio?

-Communication: How and when will the portfolio be shared with pertinent audiences?

-Evaluation: If the portfolio is to be used for evaluation, how and when should it be evaluated?

What Are Promising Ways to Assess Student Learning?

There are three promising alternatives for assessing college students’ knowledge and Skills.

First, electronic portfolio assessment or portfolio provides in-depth understanding and long-term view of student tasks. E-Portfolios can serve a range of pedagogical and assessment purposes, it encourages students to development and employment. The concept of e-portfolios represent a convergence of expanding technological efficacy with emerging ideas and findings about how students develop and learn and also what pedagogies effectively support students growth.

Second, a system of rubrics has been coordinate with faculty learning and team assessments for used to evaluate student writing, depth of learning and also used at multiple institutions. The rubrics was adapted for the peer review process, the developers added components for critical thinking. The system has been used online for peer review, grading, teacher feedback, and program assessment.

Teachers benefit the rubric on paper or online to guide feedback and evaluation of their assignments and to engage students in the peer review process. Concerning student, it is facilities to proceed peer reviews and to view examples of each characteristic for planning or modifying their writing.

Third, online assessment communities, this idea build on the development of successful local assessments. In addition, the assessment community expands the value of efforts as the foundation for continuing professional practice and it supply for the gradual merging of local assessment communities with the similar departments or institutions of a national assessment process.

Topic 2: Performance-Based Assessment

Creating better Student Assessments

In the 1980s, there is the concern about the performance of public schools was grown by the proliferation of statewide minimum competency testing programs. So, policymakers, federal and state policymakers learned about test-driven reform can have powerful effects on teaching in classrooms. However, student achievement may be improved when standards of learning are high and assessments are geared.

In the 1990s, many states began to identify higher standards for student learning, set content and perform standards that cannot be measured by low-level tests. This new systems of assessment are promulgated by the bipartisan National Governors' Association, and the National Education Goals Panel. The important goal of the new systems of assessment is students must know and be able to do for moving from present testing programs to new and better systems of assessment.

There are many forms for reforming assessment systems to better measure, to be in the ideas and skills outlined by states, content and performance standards. So, schools districts and states need to improve learning and instruction to succeed.

Content Standards

Content standards specify the general domain of knowledge that students should learn: all of traditional subjects have content standards. Importantly, content standards must be appropriate for each grade and academic content area or academic disciplines.

Content standards developed by states or national organizations may present one or more problems: If they try to emphasize all content knowledge, they may work too hard; if they try to encircle about the broadest possible range of perspectives in content standards, they are too general for instruction and assessment.

However, the standards and pilot process were used by most states in two to four years ago. Writing committees, community meetings, and school study groups are central to setting standards in many states and setting standards will promote a dialogue among educators and the public that should be teach and how to teach it.

Performance Standards

The educators give a meaning of Performance standards is the identification of a desired level of performance on a test. The others is to use the term of basic, proficient or advanced to refer to show reporting test scores. Basic means not good, proficient means appropriate and advanced means excellent. So, Performance standards are “what student must know and able to do to show being proficient in the skill and knowledge under content standards”

The performance standards are large for exploring. We will know when they are used to evaluate school effectiveness.

Issues involved in developing assessments:

1. The technical quality of assessment involves in reviewing development plans for new assessments or applying review criteria by CRESST on the basis of:

1.1 Cognitive complexity--the assessment task have to be complexity, intellectual activity such as problem solving, critical thinking, and reasoning.

1.2 Content quality—Student can demonstrate their knowledge of the challenging and important subject matter.

1.3 Meaningfulness—Student can manage time and understand their value.

1.4 Language appropriateness--the language is clear and appropriate to the assessment tasks and to students.

1.5 Transfer and generalizability--successful performance on the assessment task allows valid generalizations about achievement to be made; indicates ability to successfully perform other tasks.

1.6 Fairness--student performance is measured in a way that does not give advantage to factors irrelevant to school learning; scoring schemes are similarly equitable.

1.7 Reliability--answers to assessment questions can be consistently trusted to represent what students know.

1.8 Consequences--the assessment has the desired effects on children, teachers, and the educational system.

2. The assessments' credibility with parents, education constituencies, and the public

Credibility: New assessments must be introduced in a way that builds public report. Parents and community members must understand the assessments succeeded. If without public review, they will don’t understand about assessments.

3. Practical feasibility

Feasibility: all new assessment systems must be reasonable and some in other countries are not success because administrative requirements can’t use in regular classroom teacher with little training in assessment or teachers can’t achieve all of their instruction to the news goals.

The adaptation of assessment models to local or state needs without reinventing such as if there are many too various subjects, it can reduce the cost of training teachers but students will work in many topics , over time. They maybe receive score of work dropped.

Performance assessment

Performance assessment is the test that requires student to perform. Students should be able to explain, solve, converse or research on an assigned topic. Or teachers judge the quality of the student’s work based on an agreed-upon set of criteria, this new form is widely used to directly assess writing ability under test instructions.

The way to succeed assessing performance:

1. Open-ended or extended response exercises

- Question or other prompts that require students to explore a topic orally or in writing.

2. Extended task

- Pay attention to a single work area and spend times several hours or longer. Include: drafting, reviewing revising a poem; conducting and explaining the results of science experiment; or painting car.

3. Portfolios

- Collect of a variety of performance-based work.

- Collect a student’s “best pieces” and the student’s evaluation of the good or bad points of several pieces.

- Contain some “Work in progress” that show the progress of students.

Why try it?

Because instructors require students show what they know. A performance assessment is an indicator of students’ knowledge and abilities. Performance assessments should make students think and show what they do and understand such as an oral presentation, it’s better than answering multiple choices.

What does the research say?

Active learning: research says that learning how and where information should be in the central part of all curricular areas. Performance assessments require students to structure and apply information and help students to be a part in this type of learning.

Curriculum-based testing: performance assessments should be based on the curriculum rather than construction of curriculum created by someone unfamiliar with the particular state, district or school curriculum. It shows that many teachers organize their teaching in variety of ways to meet the requirements of tests.

Worthwhile tasks: the tasks need to present interesting possibilities for applying an array of curriculum-related knowledge and skills. Students will be encouraged in learning activities to search out additional information or try different approaches, and in some situations, to work in teams.

What does it cost?

Performance assessment comes at a price because of a greater expense of time, planning and think from students and teachers.

Task-Based Learning

Practical Assessment, Research and Evaluation (PARE) is a journal that is listed in the Directory of Open Access Journals which can be found at this site: http://www.doaj.org/

It provides free, full text, quality controlled scientific and scholarly journals.

Practical Assessment, Research and Evaluation (PARE) are an online journal published by the edresearch.org and the Department of Measurement, Statistics, and Evaluation at the University of Maryland, College Park. Its purpose is to provide education professionals access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice, especially at the local education agency (LEA) level.

Manuscripts published in Practical Assessment, Research and Evaluation are scholarly syntheses of research and ideas about issues and practices in education. They are designed to help members of the community keep up-to-date with effective methods, trends and research developments. While they are most often prepared for practitioners, such as teachers, administrators, and assessment personnel who work in schools and school systems, PARE articles can target other audiences, including researchers, policy makers, parents, and students.

Task Based Learning

What is Task Based Learning?

Task Based Learning (TBL) is when we can make language in the classroom meaningful and memorable so that students can process language by learning and recycling naturally.

Task-based learning offers students an opportunity to focus on the classroom’s activity where the task and language is the instrument that the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning. Students are free to use any language they want. It can be playing a game, solving a problem or sharing information or experiences, anything that relevant and authentic tasks count. But in TBL an activity that students are given a list of words to use or a role play that doesn’t contain a problem-solving element or something that not given a goal to reach for students cannot be considered as a genuine task.

The task-based lessons aim to create a need to learn and use language for students. The tasks will generate their own language and create an opportunity for language acquiring. If we can take the focus away from form and structures we can develop students’ ability to do things in English. Work on language is included in each task and feedback and language focus have their places in the lesson plans. However, teachers should have a responsibility to enrich their students’ language when they see it is necessary and also students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.

Aspects of Task-Based Learning

Syllabus design is concerned with the selection, sequencing and justification of the content of the curriculum. Traditional approaches to syllabus developed were concerned with selecting lists of linguistic features such as grammar, pronunciation, and vocabulary as well as experiential content such as topics and themes. These sequenced and integrated lists were then presented to the methodologist, whose task it was to develop learning activities to facilitate the learning of the perspective content.

Task-based syllabuses represent a part of communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional and etc. The targeted learners can carry out in the real-world outside the classroom, such as : completing a credit card application, booking a room in hotel.

Language pedagogy will need to concern with 3 essential elements: language data, information, and opportunities for practice.

Language date

In language teaching, a contrast is drawn between “authentic” and “non-authentic” data.

Authentic data are samples of spoken or written language that have not been specifically written for the purposes of language teaching. “Non-authentic” data are dialogues and reading passages that have been specially written. So, learners need both authentic and non-authentic data. Both can provide learners with different aspects of the language.

Information

Learners need experiential information about the target culture, linguistic information about target language systems, also process information about how to go about learning the language. They can get this information when teacher or a textbook provides an explicit explanation.

Opportunities for practice

A task is a communicative act that doesn't usually have a restrictive focus on a single grammatical structure. It also had a non-linguistic outcome. An exercise normally has a restrictive focus on a single language element and has a linguistic outcome. An activity has a restrictive focus on one or two language items, but also has a communicative outcome. From these phrases, we can see that, activities have something in common with tasks and exercises.

You can see the different elements that are defined and exemplified.

Real-world or target task: A communicative act we achieve through language in the world outside the classroom.

Pedagogical tasks: A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language. They have a non-linguistic outcome, can be divided into rehearsal tasks or activation tasks.

Rehearsal task: A piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class.

Activation task: A piece of classroom work involving communicative interaction, but it does mean that learners will be rehearsing for some out-of-class communication. They are designed to activate the acquisition process.

Enabling skills: Mastery of language systems grammar, pronunciation, vocabulary etc. which enable learners to take part in communicative tasks.

Language exercise: A piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the linguistic system.

Communication activity: A piece of classroom work involving a focus on a particular linguistic feature and the genuine exchange of meaning.

The essential difference between a task and an exercise is a task has a nonlinguistic outcome. Target or real-world tasks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.sks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.

Steps in designing a task-based program

We should have specified target and pedagogical tasks, the syllabus designer analyzes to identify the knowledge and skills that the learner will need to have with the purpose of carry out the tasks. The next step is to sequence and integrate the tasks with enabling exercises designed to develop the requisite knowledge and skills. One key distinction between an exercise and a task is that exercises have language related outcomes but tasks have non-language related outcomes, as well as language related ones.

These are the steps to design language programs.

1. Select and sequence real-world / target tasks.

2. Create pedagogical tasks (rehearsal / activation).

3. Identify enabling skills: create communicative activities and language exercises.

4. Sequence and integrate pedagogical tasks, communicative activities and language exercises.

TBL – Task-Based Learning

After learning the presentation of TBL ( Taks - Based Learning ), we can see that how does it work for language learning.

What is TBL?

Task is an activity where the target language is used by the learner for a communicative purpose in order to achieve, said Jane Willis. Why we ought to use Task - Based Learning, it's very practical for whoever would like to learn and improve their language skill. You can get much content by watching the comprehensible input of real spoken and written language, by using the language to create an exercise, by listening and reading the language, etc.

There are six types of tasks. We can arrange by purpose of outcome.

1. Listing : brainstorming and fact-finding to make list and mind map.

2. Ordering and Sorting : Sequencing, Ranking, Categorizing and Classifying to make group of information ordered and sorted.

3. Comparing : Matching, Finding similarities or differences.

4. Problem solving : Analyzing real situation or hypothetical situation, Reasoning and Decision making. To find out the solution and resolve the problem.

5. Sharing personal experiences : Narrating, Describing, Exploring, Explaining attitudes, opinions, reactions.

6. Creative Tasks : Brainstorming, Fact-finding, Ordering and Sorting, Comparing, Problem solving and many others. To completely finish the learning product that can address to all every learners.

Topic 3: Examples Resources on Portfolio

Portfolio Assessment

Portfolio Assessment provides a body of student work and it can be used to evaluate student performance. It holds a full representation of student’s work. It can be served as a representative illustration of a student’s performance where can show the records and experiences. Besides, portfolios can be used as a replacement for high school diploma or transcript in some cases.

There are also the disadvantages of portfolios which are they are hard to rank with a grade or score and they are not easy to evaluate. Since portfolios are about quality, many people find them difficult to use as a computation of one’s skills.

For the signification of portfolio, we can divide to 3 points following elements of education.

1. Curriculum: using portfolios will enable teachers to enlarge their curriculum areas that they could not appraise with standardized testing. However, it will be working well if a curriculum is developed to the test.

2. Instruction: portfolio valuation helps to exalt a teacher’s use of instructional strategies centered on teamwork, projects, and applied learning. Portfolios are also appropriate with more individualized instruction focusing on different learning styles.

3. Assessment: portfolio can be used as an assessment tool for both teachers and students. For example, teachers can use it to evaluate student performance. And students can use their own portfolios for self-assessment and reflection.

Examples of Portfolio assessments

Curriculum based work samples:

-Writings

-Researches

-Math problems

-Lab reports

-Art works

-Graphs

-Surveys

-Web pages

-Photos

-Performance assessment tasks

-Tests
-Teacher anecdotal records/observation

Rubrics

A rubric is a guideline for rating student performance along a task-specific set of criteria. The guidelines specify what a performance is like at various levels (superior, excellent, good, poor).

Benefits of Rubrics:

- The rubric provides the evaluation with exactly the characteristics for each level of performance on which they should base their judgment.

- The rubric provides those who have been assessed with clear information about how well they performed.

- The rubric also provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.

There are a number of different types of rubrics;

1. Generic rubrics: Generic rubrics can guide the learning process across similar performances, such as problem solving. This is one very powerful way to help students look at their learning over weeks or months.

2. Task-specific rubrics: Task-specific rubrics are used with particular tasks, and their criteria and descriptors reflect specific features of the elicited performance.

3. Holistic, analytic, primary trait and multiple trait rubrics

- Holistic rubrics: A Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.

- Analytic rubrics: An Analytic rubrics provide specific feedback along several dimensions.

- Primary trait rubrics

- multiple trait rubrics

Virtual Assessment Center: Types of Rubrics

Virtual Assessment Center:

The virtual Assessment Center is a group of web-based learning modules that gives teachers with background knowledge, step-by-step guidance and many practical resources on developing proficiency-based second language assessments for the classroom making informed decisions about learner's progress requires language teachers to gather and interpret information that shows what learners "know and can do." This section shows you how to align your purpose for assessing to methods in test design and use.

Why Assess?	Making informed decisions about learner's progress requires language teachers to gather and interpret information that shows what learners "know and can do." This section shows you how to align your purpose for assessing to methods in test design and use.
What am I Assessing?	Deciding what you want your students to know and do is an essential step in aligning language assessment to standards and instruction.
The Modes of Communication	The Interpersonal, Interpretive, and Presentational modes of communication described in the National Standards. Process: Communication Models - Four-Skills Model : a four-skills model of communication is reading, writing, listening, and speaking. A four-skills approach will continue to be a useful model for assessment. - Three Standards for Communication : The three standards in the Communication goal of the National Standards focus on the purposes and contexts for communication. Teachers will recognize the incorporation of the four-skills view of language proficiency in the Standards, but the Interpersonal, Interpretive, and Presentational modes present a more complete and authentic model of communication. - The Five ‘C’s: The five goals of the National Standards—Communication, Cultures, Connections, Comparisons, and Communities are goals for instruction.
Creating an assessment Unit	Effective assessment supports learning and teaching, rather than simply reporting that learning did or did not occur. This section discusses how you can integrate assessment with instruction by using a variety of formative measures of students' progress towards your class objectives.
Evaluation	Providing learners with descriptive feedback shows them where and how they can improve. Developing and adapting effective and efficient rubrics, checklists, and scales is an essential component of assessment.
Research & Theory	This section provides you with information on theory and research related to types of language assessments, considerations in test construction, test-taking strategies, and other issues in language assessment.
Resources	This section provides you with links to searchable, annotated bibliographies on assessment, content-based instruction, national standards, Virtual Assessment Center resources, and links to related sites.

Types of rubrics

Rubrics are generally categorized as generic or task-specific.

Generic rubrics

An arrangement of various items teachers use , to determine what is to be expected from a specific learning situation. For example, a generic rubric may be able to determine a grade, at the end of a project. There are primarily two different types of rubrics, analytical and holistic.

Task-specific rubrics are unique to a task/assignment. It designed to provide detailed guidance regarding a specific assignment or task.

Holistic, analytic, primary trait and multiple trait rubrics may be seen as different ways of selecting and organizing rating criteria. These rubric types come from different contexts, and although their particular uses and characteristics have converged in current practice, there are some general guidelines for choosing among them. In addition, each type has advantages and disadvantages.

Analytic rubric

An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually.

Advantages

- Provide useful feedback on areas of strength and weakness.

- Criterion can be weighted to reflect the relative importance of each dimension.

Disadvantages

- Takes more time to create and use than a holistic rubric.

- Unless each point for each criterion is well-defined raters may not arrive at the same score.

Holistic rubric
A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together. With a holistic rubric the rater assigns a single score based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale.

Advantages

- Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do.

- Saves time by minimizing the number of decisions raters make.

- Can be applied consistently by trained raters increasing reliability.

Disadvantages

- Does not provide specific feedback for improvement.

- When student work is at varying levels spanning the criteria points it can be difficult to select the single best description.

- Criteria cannot be weighted.

Primary trait rubrics were designed to evaluate the primary language function or rhetorical trait elicited by a given writing task. For a task requiring learners to write a persuasive letter to the editor of the school newspaper:

Fig. Fx. Primary Trait: Persuading an audience
0	Fails to persuade the audience.
1	Attempts to persuade but does not provide sufficient support.
2	Presents a somewhat persuasive argument but without consistent development and support
3	Develops a persuasive argument that is well developed and supported.

Multiple trait rubrics

The multiple trait approach is similar to the primary trait approach but allows for rating performance on three or four dimensions rather than just one. Multiple trait rubrics resemble analytic rubrics in that several aspects are scored individually. However, where an analytic scale includes traditional dimensions such as content, organization, and grammar, a multiple trait rubric involves dimensions that are more closely aligned with features of the task.

Resources on Rubrics

How Scoring Tests with Rubrics Help Students Succeed

A rubric is an assessment tool helps teachers to grade their students' performance. Rubrics evaluate the work based on the sum of the scores in a range of criteria. It also gives the students the opportunity to evaluate their own work and reflect on what they could have done better.

Rubrics help avoiding the problem with the traditional way of grading tests and assignments which causes unsatisfactory grades for students without knowing what they did wrong. This way, the students have an idea on how to make their work worthy of high scores and they can improve themselves in order to get a higher grade.

How Rubrics Work

Rubrics use a set of different features on what makes a student's work worthy of high grades, the sum of these criteria is the students' final grade for their work. Teachers tell the students about the rubrics that they will be using to grade their work. So teachers and students can discuss what criteria gets involved from the rubrics; this will be the guidance for the students to have a better idea on how to accomplish a job well done in order to reach high grades.

Advantages of Using Rubrics for Grading Students’ Work

Using rubrics for grading students’ work has several advantages for both students and teachers. For students, the rubrics grading system can show them where they need to work on due to the different criteria used to come up with the final grade. Rubrics also help them assess their own work. And for teachers, rubrics are practical for scoring students’ work. Moreover, teachers can get to know whether their method of teaching is effective or not as rubrics will give the feedback on what aspects of their teaching that needs to be developed.

Disadvantages of Using Rubrics for Grading Students’ Work

Rubrics don’t always take outside circumstances into account meaning if there are students who worked hard but have learning disabilities, rubrics grading system might not reasonable for them. Otherwise, teachers should add credits for effort, progress and other outside conditions. In addition, rubrics can be too analytical for artistic projects since the artistic work is way too far from an analytical field; an art project is based on creativity, inspiration and personal history which are the hardest thing to grade with a rubric.

K LEELASETTAKUL aka MSKLEELA

Pages

Group work week 1-3

Types of rubrics

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