Unit 8 : Assessment Strategies
Assessment strategies are designed to measure learning objectives and outcomes so that the course meets its goals and students achieve their expectations. The most commonly used assessments are formative and summative, gauging a learner's progress through knowledge checks, quizzes, peer evaluations and group discussions, and even self-evaluations. Formative being assessments during the process of the learning and Summative at the middle and end of a course to determine knowledge acquisition. Another, Authentic assessments are designed to encompass real-world context and can include simulations, role-playing and contextual projects.
Accessibility Accommodations:
- Hearing impaired learners will have access to a transcript of the audio.
- Visually impaired learners will have audio descriptions of all visual documents (photos, videos, picture or icon representations for answer clues).
- Individuals with limitations for speech or verbal social interaction will have the ability provide written questions and/or responses or choose another form of communication adapted to their needs.
Mini-Course: Language Learning thru Immersion & Context
Module 1: Listening & Speaking Comprehension
This module will focus on learning how to evaluate oral comprehension through various modes to accommodate diverse learning styles.
Module Learning Objective ONE:
Learners will use of a variety of resources and materials to demonstrate listening comprehension of context, words and phrases. This aligns with Course Learning Outcome:
- Develop proficiency in creating immersive activities and deliver engaging lessons.
Activity:
Learners will be presented with different types of media, presenting real-world scenarios, with audio tracks - train station announcement , radio / television advertisement, and/or short situational dialogues or commentaries. They will have two opportunities to listen before assessment.
Assessment Strategy:
Formative: After each media presentation, learners will be given three written knowledge check questions regarding information from the audio - responses will be varied from multiple choice, image representations and fill in the blank.
Module Learning Objective 2:
Learners will demonstrate communicative proficiency and comprehension of context and conversation. This aligns with Course Learning Outcome:
- Facilitate authentic conversations with their students and incorporate communication scenarios.
Activity:
Learners will listen to a real-life scenarios dialogue between two native French speakers concerning a specific contextual situation (i.e. personal conversation between patient and doctor, person encountering an issue at a hotel, etc.). The instructor will then ask open and closed-ended questions regarding certain details to confirm comprehension. This will be followed by role-play scenarios similar to context in the listening exercises in which learners will act out situations asking and responding to questions.
Assessment Strategy:
Authentic: These real-world scenario discussions will be instructor-moderated and reviewed (if recorded break-out online sessions) as well as peer-assessed on how they felt the conversation progressed and their comprehension of the dialogue during their scenario. Through this event, instructors can gauge their learner's ability to apply their knowledge in practical situations and determine if more review on certain topics is needed.
Module Learning Objective 3:
Students will interpret a variety of cultural products in the target language from a critical perspective. This aligns with Course Learning Outcome:
- Foster cultural awareness in language learning and improve their student's cultural competency.
Activity:
The regional influences on French gastronomy. we will watch four short videos on French cuisine in four different regions of France:
- Northwest Alsatian
- Southern Provence
- Southwest Basque
- Western Brittany
Cultural information to be briefly discussed following each video:
- Where is this region in France how does geographic location influence cuisine (food availability and choices)?
- What historical events may influence cuisine (former country or cultural control or conflicts over this region)?
- Did we notice any dialects in the speakers different than typically learned French? Has this influenced their cuisine, food or recipes?
- How does the cuisine of this region differ from what one might consider "typical" French cuisine?
Assessment Strategy:
Peer-evaluated group project: Learners will divided into four groups and assigned a region in France. They must develop a menu (in French of course) for their restaurant with a brief background of the owners, the history of their regional cuisine and at least three menu options for each course element:
- Entrée
- Plat
- Fromage
- Dessert
- Local wine and drink
These will be presented by each group to the entire class. A rubric will be provided on the expectations of the project and how they will be assessed so learners understand their expectations. All learners will evaluate each group, according to the rubric, based on cultural accuracy of the region, visual attractiveness and details of the menu, and the oral presentation. Instructor will also provide feedback and overall assessment based on peer reviews..