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
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
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.
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
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
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
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
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.
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
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
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.