Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact eLearning and English Learners
and Assessment of Data Presentation
A required assignment for EDRS 9100, I investigated and wrote a qualitative-exploratory paper on eLearning and English Learners. I submitted this paper fall 2013. Three participant interviewees provided the necessary data for this investigation. The interview responses were recorded and then transcribed to a Word document. These documents were analyzed using a code approach via an Atlas interface/software program. In addition to structuring interviews to collect data, I learned a technique to code data for a qualitative analysis.
Concluding that more research was needed to determine if eLearning was a feasible option for ELs, I presented statistical evidence that assessments framed by WIDA, ACCESS (Assessing Comprehension and Communication in English State-to-State) for English Language Learners, and WAPT (WIDA-ACCESS Placement Test) and other testing items, such as WRAT (WIDA Wide-Range Achievement Test) the initial math test used to determine math abilities, the Audio-Lingual, Scholastic Reading Inventory and Scholastic Lexile Inventory, and others, may not be indicators of eLearning skills. Language acquisition approaches must be accompanied by effective virtual learning approaches in order to measure comprehension in the online learning environment. .
From completing this atifact. I learned the value of mixed research methods. Participants/Interviewee insight is valuable and gave me an appreication for a a better look at an exploratory research project. I learned that the ESOL learning stratedies practiced in face-to-face instruction is desired by experts to be included in an online learning. model. From the findings, I reasoned that English Learners participating in online learning may expereince comprehenion difficulties, problematic due to the virtual learning environment. ELs participating online may be put at a learning disadvantage. In the future I will address this topic using specific grade level content and student achievement data.
In my department , this project resulted in an immediate increase in the use of online content resources, such as class websites on EDMODO that advancd online student participation. Using face-to-face and online assessments, we can compare student achievement in both learning environments to measure effectiveness of learning experiences.