Thursday, April 23, 2015

3.1.2 Self-Reflection on Teaching Abilities Quest


Instructional Delivery

Assessment of and for Learning

Learning Environment

Professionalism and Communication

Wednesday, April 22, 2015

3.1.1 Differentiation Quest

think different by Guy Fawkes, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic Licenseby  Guy Fawkes 
The sample data provided for this quest pertains to the test scores that my online students obtained in one of the unit mastery tests in an accelerated Spanish II course that I taught last semester. Because of the accelerated nature of the course, this was a small class comprised of only eight students.

As represented on the graph above, all students except for one met learning objectives. The chart below offers more detailed data about each student performance on each one of the unit mastery test's questions, as well as the overall average (90.43).

An initial analysis of the test data indicates the need for remediation for the student who obtained a score of 61. The fact that this student used all the allowed time for taking the test (60 minutes), also denotes his effort and struggle working through the questions. For this particular student, I established a bi-weekly tutoring time to revisit and reteach concepts and skills, as well as to start previewing upcoming material so he could begin to make meaningful connections with his newly acquired knowledge.

Regarding the other students in the course, particularly those students who were equipped to exceed expectations, I designed optional enrichment activities to empower them to take charge of their own learning and pursue language learning paths that were appealing to them and that were best suited to their individual learning preferences.

On a final note, I would like to add that, as I first analyzed the data for this test, I found the need to revisit with my students concepts and skills assessed in Question 9 and Question 14. The overall average for these two specific questions was significantly lower than the overall average for the rest of the questions.

Tuesday, April 21, 2015

2.1.2 Rubrics and Competencies Quest

Since the LMS I work with does not have a competency tool available, for the Rubrics and Competencies Quest, I have used the competency structure established by the 2013 South Carolina Standard for World Language Proficiency document. Particularly, I have focused this quest on the competency structure provided for Intercultural Competencies.

According to this document, Intercultural Competencies define the skills needed for successful interaction with native speakers through the knowledge of a culture's products and practices to an understanding of that culture's perspectives (beliefs, values, attitudes, etc.).

The following are the three competencies and the benchmark statements according to the proficiency level. There are three levels of proficiency: Novice (N), Intermediate (I), and Advanced (A). There are also three sublevels: low, mid, and high.

Lastly, since learner benchmarks are broad summary statements of what learners can do at specific proficiency levels, learning indicators specify the range of functions that learners can expect to experience and attain. Along with learning indicators, the chart also provides sample learning targets that are specific, measurable, attainable, relevant, and time-bound (SMART).


South Carolina Department of Education. (2013). 2013 South Carolina Standard for World Language Proficiency. Retrieved April 21, 2015, from

Monday, April 20, 2015

2.1.1 Data Driven Instruction, Analytics, Reporting Tools Quest

After reviewing the artifacts provided on student enrollments and student progress in this quest's hypothetical course, it is clear that this is a very well managed course in which the teacher consistently monitors student participation and achievement, communicating regularly student progress in the course with all stakeholders. The Learning Management System (LMS) analytics and reporting tools contribute to the efficiency and accuracy of this process.

The data obtained using LMS analytics and reporting tools is critical in order to inform instruction and make course adjustments in the future. As stated in the NMC Horizon Report, 2013 K-12 Edition, student-specific data can now be used to customize curricula and suggest resources to students in the same way that businesses tailor advertisements and offers to customers. This report also suggests that instructors can use data analysis to coach students toward productive behaviors and habits that will lead to their success.

Friday, April 17, 2015

1.1.3 The Summative Assessment Quest

My instruction follows the project-based learning model. Consequently, most of my summative assessments are project based as well. The following is a project-based summative assessment in which students use unit specific vocabulary and grammar to create an authentic product in the target language.

The validity of this assessment is ensured since it measures what students have learned through the unit. The unit is comprised of several lessons and mini-lessons. At the end of each one of these lessons and mini-lessons, students have completed formative assessments and received feedback on their performance.

The grading rubric guarantees this summative assessment's reliability. It is a very detailed rubric that allows me to grade student products with a high level of consistency. The following is the part of the rubric used to grade the writing portion of the assessment:

Regarding the security of this assessment, by the end of the unit I have a very accurate understanding of my students' performance levels in the different concepts and skills that are being evaluated. I would take the necessary actions if I find an abnormal discrepancy level in the quality of student work during the unit and the quality of work in the summative project-based assessment.

Thursday, April 16, 2015

1.1.2 Quality Feedback Quest

The student work sample below pertains to a Spanish II interpretive task in which students had to read a newspaper article about the environment and ask the author five questions about what he thinks we should do to help the environment. They also had to write five sentences telling what they will do to help the environment.

Part of the feedback that the student received was the following chart to clarify the verb endings in the future tense.

The feedback provided was customized to this particular student's needs, identifying what needed to be improved, but also praising the excellent use of the unit's vocabulary.

Tuesday, April 14, 2015

1.1.1 Formative Assessment Quest

Educational Postcard: ”Formative assessm by Ken Whytock, on Flickr
  Creative Commons Creative Commons Attribution-Noncommercial 2.0 Generic Licenseby  Ken Whytock 
Measuring student achievement of learning goals by frequently delivering formative assessments is at the heart of effective instruction. In the online learning environment, formative assessments become even more relevant since they empower students in the virtual classroom to self-assess their own understanding while practicing concepts and skills.

Using the site Review Game Zone, I created an interactive review game for the learning goals associated with the present tense conjugation in the Spanish language.