Assessment as a Learning Tool to Master CALL Skills in a

Computer-Assisted Language Learning (CALL) Course

Lyra RiabovAssociate Professor

Center for Language EducationSouthern New Hampshire University

NNETESOL November 15, 2003

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Discussion

• Objectives of the EFL 537 CALL Coursein MS TEFL Program in SNHU

• Challenges of Learning and Teaching CALL Course

• Assessment Model Used in This Course to Meet These Challenges

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Objectives of the EFL 537 CALL Course

• Overview research, practice and critical issues of CALL environments,

• Learn computer technology such as, use of the Internet, E-Mail, MS Word, MS Power Point,

• Create a web page as tool for EFL/ESL instruction

• Evaluate CALL software,

• Develop lesson plans incorporating the use of appropriate CALL software, and/or Web-based resources

• Create E-Portfolio

Raphael, The School of AthensVatican (fragment)

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A Web of Challenges

• Standards for CALL are still in the stage of exploration by TESOL CALL IS group

• CALL classroom includes students with knowledge of technology or knowledge of language teaching but rarely with knowledge of both

• It is a challenge to develop lessons that appeal to both types

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Philosophy of Learning and Structure of the CALL Course:

• Hands on activities • Learning through doing • Project based learning • Collaborative learning • Peer teaching• Continuous Assessment

 

Galileo Galilei

Uffizi, Florence, Italy

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Forms of Learning & Assignments

• Tasks and projects• Workshops• Presentations• Reflection discussions and papers• Lesson Plans presentations, which

include computer-assisted language learning activities

• E-portfolios and self-evaluationPalazzo Pitti, Florence, Italy

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• 0nline and textbook reading and discussion • E-discussion board and e-forums • Online Tutorials• In class and by e-mail student-student, teacher-

student active communication• Instructional/teacher-peer feedback• Team learning and peer evaluation• Evaluation and feedback rubrics

Forms of Instructional Support & Communication

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How to Meet the Challenges• Continuous Assessment serves as a Learning Tool • Learner-centered strategies place the learner in the center of

the learning process • Learning and its outcome are assessed in process of the

student work on the Web based project, presentations, and e-portfolios

• Learning is guided and assessed with the help of rubrics, check lists, and tutorials

• Creative thinking is assessed through software and websites evaluations

• Reflecting in a written form, e-forums, and class discussions link to self-assessment

• Students are graded for the learning process as well as the outcomes

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Assessment Tools

• Information Rubric: class list, e-accounts, etc.,

• Computer Skills Evaluation Rubric: first class & last class

• Final Project Presentation Check List

• Instructor’s Guidelines for writing a reaction or moderating a discussion

• Peer Evaluation of the Reaction Presentation and Moderating a Discussion

• Guidelines for a CALL lesson plan

• Software evaluation rubric• Web site evaluation rubric• Computer skills tutorials• Written reflection on reading

and critical points by e-forums & e-mail communication

• Self-Assessment Questionnaires

• Students’ survey

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Continuous Assessment

• Assessment of the starting mix of skills • Assessment of the progress of

acquiring the skills• Assessment for instructional purposes• Assessment as integral part of

classroom activities• Assessment focus on process of

leaning as well as products 

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Comparative ResultsEFL537 CALL 2002-2003 12-week course

March 2003December 2002

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RecommendationsDue to a great mix of the computer skills and a great diversity of background knowledge of linguistics and language acquisition skills continuous alternative assessment of the progress of learning as well as its outcome is crucial all through the CALL course.

Philosophy of teaching: Learner-centered class, hands on activities, learning through doing, project based learning, collaborative learning, and peer teaching.

Assessment becomes an integral part of classroom activities.

Student Web based e-portfolios and self-assessment increase motivation and comprehension of the whole process of learning.

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References• An Exploration of Standards for CALL (TESOL 2003)

• Douglas Mills, What Constitutes CALL Competence?

• Thomas N. Janicki, George P. Schell, & Jay Weinroth (2000)

Development of a Model for Computer Supported Learning Systems. International

Journal of Educational Technology

• National Educational Technology Standards and Performance Indicators for All Teachers

• History Of CALL

• La Marca, Paul M. (2001). Alignment of standards and assessments as an accountability criterion.

Practical Assessment, Research & Evaluation

• Emily Gómez,(2000). Assessment Portfolios: Including English Language Learners in Large-Scale

Assessments.ERIC Digest    

• Joy Egbert, Trena M. Paul & Yoko Nakamichi (2002).

The Impact of CALL Instruction on Classroom Computer Use: A Foundation for Rethinking Technology in T

eacher Education. Language Learning & Technology

, Vol. 6, No.3, September 2002, pp. 108-126

• Dörnyei, Z. (2002). Questionnaires in second language research: Construction, administration, and

processing. Mahwah, NJ:Lawrence Erlbaum