Monday, June 14, 2010

Module #9 Reflection on My Own Working on the Rubric and the Course Design

Arguably, the most important task in designing any educational program, course, or learning activity is to select or prepare measurement tools that are of high enough quality to guide the processes of assessment and evaluation. Any doubt by learners about what they are being instructed to produce creates ambiguity and reduces the value of data for improving the course (McKay, 2006, p. 45). This causes the measurement process to lose its reliability and validity. Rubrics expand an educator’s measurement range beyond tests and exams, which work well for conceptual knowledge
to the higher levels that are essential for learning and growth in any discipline or profession.

To address the use of rubrics in course assignments this paper aims to provide:
• An overview of the types and purposes of rubrics.
• A process for designing rubrics for course use.
• Description of the measurement objectives in typical courses in coordination with learning/growth opportunities for all skill domains.
• An introduction to the use of measurement theory and criteria as a basis for insights about how to improve rubrics.
• Insights about rubric applications that will guide effective usage.
(retrieved from http://www.elicbrown.com/conferences/Using%20a%20Quality%20Evaluation%20Rubric%20in%20Online%20Course%20Supplements.ppt.pdf )

Actually, I was not familiar with this kind of evaluation system, rubric before I started learning TESOL MA program. Even I didn’t know rubrics are flexible tools that can be developed relatively easily in practice situations to capture the key performance criteria and standards expected. I learned that even in situations that require quick solutions, e.g., a new course assigned to an educator at the last minute, it is possible to maintain quality if measurement tools match up with the main learning opportunities planned.
Quality learning environments must be developed with guidance from methodologies for program, course, and activity design. Rubrics can easily be developed to capture the key performance criteria and standards expected. Simpler rubrics are highly valuable because even a lower-quality measure will provide much better evidence about the nature of learning than estimation on the basis of “experience.” Like any tool, however, one will become more expert only by direct work with creating and applying of rubrics in real contexts.
We, educators must continuously improve their uses of measurement in order to facilitate quality learning and growth. Frankly speaking, to make a rubric and design language course are most difficult assignments in the whole course but it’s very helpful for me.

Module #8 Course Design


Sooyeun Kom
CCLC-prep, Kangnam, Seoul, Korea

June 9, 2010

Antoaneta Bonev, Ph.D.
California State University San Bernardino
5500 University Parkway
San Bernardino, CA 92374

Course Title : Composition & Grammar 1
Term Year : 1st quarter of 2010
Days : twice a week (Tuesday and Thursday)
Class Time : 50 mins/session
Grade laevel : 10th in EFL

Course Syllabus
Instructor: Sooyeun Kim
E-mail: rita9860@hotmail.com

Course Description:
In this course students will concentrate on recognizing and producing accurate grammatical structures at the sentence level with diligent attention paid to editing their work.

Course Outline by Topic
1. The Simple Present and Adverbs of Frequency
2. Punctuation & Capitalization
3. Adjectives, Articles, Nouns & Pronouns
4. The Simple Past Tense
5. Compound Sentences and Conjunctions
6. The Simple Future Tense
7. Building Simple Sentences and Using Correct Word Order
8. The Simple Present and Progressive
9. Adjectives, Nouns, Pronouns & Articles
10. The Simple Past Tense
11. The Simple Future Tense
12. Modal Auxiliaries

Standards
Integrating the ESL Standards Into Classroom Practice: Grades 9-12
http://www.tesol.org/s_tesol/sec_document.asp?CID=95&DID=1900

Course Objectives:
Students successfully completing this course will be able to:
ü evidence proficiency with parts of speech
ü comprehend and use basic punctuation and capitalization
ü construct simple and compound sentences using correct word order and simple conjunctions
ü demonstrate a command of the simple tenses and the ability to identify irregular verb forms and make accurate subject, verb agreement
ü distinguish between and construct affirmative, negative and interrogative forms
ü write descriptive and narrative sentences reflective of their everyday experiences
ü use simple modals

Course Format:
Class sessions will include lectures as well as interactive pair and group activities.

Assignments: Grading Scale:
The final grade will be computed as follows:
Quizzes 25% 100%-92% = A
Writing Assignments 25% 91% -82% = B
Term A Exam 25 % 81% - 72% = C
Term B Exam 25% 72% - 62% = D
61% - 0% = F

Assignments:
All assignments submitted must be type written. Assignments must be submitted on time as late assignments will NOT be accepted. Students are responsible for finding out about and completing assignments even if they are absent. Written assignments and their due dates can be found in the attached course calendar.

Grades
:
Students desiring exam grade results from their instructor should send an email to the instructor, who will respond with the information requested.

Academic Expectations:
Attendance, Tardiness and Homework
Students are expected to punctually attend all classes. Please refer to the attendance policy sheet that you have been given. This document details attendance expectations. Please be reminded that students arriving to class more than 15 minutes late will be recorded as absent. Students are expected to complete all homework assignments.

Academic Honor Code:
As students, the degree of honesty and integrity employed when creating and preparing work is expected to be of the utmost quality. Dishonest preparation and submission of work assigned – and in particular, plagiarism – will not be tolerated and may lead to failure of the course and dismissal form the institution.

Classroom Rules:
ü No food or drink will be allowed in the classroom.
ü Interruptions from electronic devices (cell phones, pagers etc.) will not be allowed.
ü Computers and electronic translators should be switched off during class and used only when allowed by the instructor.
ü Required Text:
Great Sentences for Great Paragraphs ISBN: 0-618-05617-3

Course Calendar:










































Module #7 Revised rubric