Beyond The Classroom Alternative Assessment Strategies Peter Hatherley-Greene Dubai Men’s College TESOL Arabia Conference Dubai, March 2004

This presentation explores the potential to provide meaningful learning experiences outside the classroom, off-campus. rationale for BTC activities rationale for BTC activities a conceptual framework is introduced that will allow you to develop learning outcomes into operational activities a conceptual framework is introduced that will allow you to develop learning outcomes into operational activities several scenarios are visually displayed that will offer different opportunities for you to explore several scenarios are visually displayed that will offer different opportunities for you to explore one BTC activity will be highlighted one BTC activity will be highlighted some ideas are suggested for verification of task activities some ideas are suggested for verification of task activities

HCT Graduate Outcomes HCT Graduate Outcomes converging technologies converging technologies constructivism constructivism e-learning experimentation e-learning experimentation student profile student profile success reports from other campuses success reports from other campuses Rationale ConvergingTechnologies

Conceptual Framework - example “I want my students to develop effective teams” GO 6.3 “Contribute to group decision-making” GO 4.4 “Determine the scope of the potential impact of IT in their personal and professional lives” ENGL 1116 Goal 1.3 “Respond appropriately to simple oral instructions and directions” MATH 1100 Goal 6.1 “Read times from the 12- and 24-hour clock” COMP 1100 Goal 5.1 “Input text into a word processing application” CARE 1100 Goal 3.1 “Identify the elements of effective communication…” The Knowledge Hunt asks students to work in small teams to locate three different locations around Dubai and report back via three different communication devices to receive the next clues. The performance will be determined by the successful completion of the task within the time frame, the criteria will be effective use of English for communication and the condition is the use of technology tools such as and mobile phones.

Operationalizing the Framework – scenario #1 work in teams of 3 students work in teams of 3 students start Knowledge Hunt from College start Knowledge Hunt from College students receive initial instructions via in computer labs students receive initial instructions via in computer labs Location #1 – following instructions, students ring faculty and describe their location. If correct, next clue is given orally Location #1 – following instructions, students ring faculty and describe their location. If correct, next clue is given orally Location #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is given via text message Location #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is given via text message Location #3 – following instructions in #2, students access WebCT or Weblog via Internet Cafe at next location and write about their location. Once confirmed, students return to College. Location #3 – following instructions in #2, students access WebCT or Weblog via Internet Cafe at next location and write about their location. Once confirmed, students return to College. SMS

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task successful task completion is achieved when all stations have been visited successful task completion is achieved when all stations have been visited

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task successful task completion is achieved when all stations have been visited successful task completion is achieved when all stations have been visited workstations may be physical or virtual locations workstations may be physical or virtual locations

Operationalizing the Framework – scenario #3 main task is divided into sub-tasks main task is divided into sub-tasks each team or individual receives only their/his part each team or individual receives only their/his part each team or individual must NOT know about the other tasks each team or individual must NOT know about the other tasks this can be achieved through careful mixed of physical and virtual locations this can be achieved through careful mixed of physical and virtual locations meet at agreed time at physical or virtual location (WebCT) to share results of tasks to complete main task meet at agreed time at physical or virtual location (WebCT) to share results of tasks to complete main task

Operationalizing the Framework – scenario #4 use Webquests to distribute tasks and resources, assign responsibilities and set goals use Webquests to distribute tasks and resources, assign responsibilities and set goals use WebCT to conduct an online lesson while students remain at home or in LRC use WebCT to conduct an online lesson while students remain at home or in LRC explore the use of asynchronous discussion boards to archive learning explore the use of asynchronous discussion boards to archive learning use graphic organizers and concept mapping in your introduction to assist with task comprehension use graphic organizers and concept mapping in your introduction to assist with task comprehensiongraphic organizers concept mapping graphic organizers concept mapping use targeted s use targeted s blended learning that combines traditional and e-learning methodologies blended learning that combines traditional and e-learning methodologies BTC webpage available from WebCT BTC webpage available from WebCTBTC webpage BTC webpage

BTC Shopping Task students visited four main shopping malls in Dubai to find out the price of five items students visited four main shopping malls in Dubai to find out the price of five items at the end of the task, they compared the prices of each item from all four malls at the end of the task, they compared the prices of each item from all four malls they returned to the mall that had the cheapest item and bought it they returned to the mall that had the cheapest item and bought it directions to each mall were given from both faculty either through , text messaging or mobile phone directions to each mall were given from both faculty either through , text messaging or mobile phone follow-up and pre-tasks included follow-up and pre-tasks included shopping dialogue and vocabulary work in English shopping dialogue and vocabulary work in English preparation of a price comparison table in Word and use of comparative sentences ( =) in Math preparation of a price comparison table in Word and use of comparative sentences ( =) in Math completion of a task feedback form that allowed students to reflect on the task both in terms of their individual contributions and the team’s overall performance completion of a task feedback form that allowed students to reflect on the task both in terms of their individual contributions and the team’s overall performance

BTC Shopping Task contd… Text messaging Text messaging

BTC Shopping Task contd…

BTC Shopping Task contd… Feedback Feedback all students reported they enjoyed working in their teams all students reported they enjoyed working in their teams in the task breakdown, all students participated equally in the task breakdown, all students participated equally many students reported they enjoyed listening and thinking about the tasks many students reported they enjoyed listening and thinking about the tasks students accurately completed the “Giving Directions” section of their feedback form students accurately completed the “Giving Directions” section of their feedback form all students reported next time they would complete the task separately to save time all students reported next time they would complete the task separately to save time almost all students reported they would plan better next time almost all students reported they would plan better next time

BTC Shopping Task contd… Reports – section 1

BTC Shopping Task contd… Reports – section 4

BTC Shopping Task contd… Reports – section 5

What can we do to verify task participation? phone call from teams at location phone call from teams at location business cards from interviews or visits business cards from interviews or visits mobile or digital photographs of specific locations mobile or digital photographs of specific locations task completion task completion From our experiences, you will be active during the task – acting as a kind of home base, responding to all communications from teams Verification

Graphic Organizers These allow you to structure and organize the task. If you use html, you could link each component of the graphic to another page which has further details. Back

Concept Mapping This is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes and links. Nodes represent concepts and links represent the relations between concepts. Back