Through this reflection and other good and bad experiences in groups – I don’t think I’ll be assessing in groups ever again. Sure collaboration and sharing in groups, but no piece of assessment of mine will assess group work unless somehow there is an individual mark able to be given – that is clear delineation of work contributed freeing members to contribute as they see fit.

Now in others’ defense, some have family commitments, others have time-consuming jobs… but that’s my point. Why should my grades be affected by other people’s commitments and lives. These aren’t my problems and shouldn’t be.

I could be sitting here with the opposite effect – full-time mum with 3-4 kids and full-time work. I would still try my best, but there’s just not enough time. Why should another group member with more time do all the work and I get a good grade from their effort.

Now groupwork is fantastic and I love it (like I said before), but it should be restricted to formative assessment (not for grades) and not venture into summative assessment land.

• Organize a working outline.
  Include an introductory paragraph that gives reader background on the problem or issue.
  • Introduce the topic
  • Provide background on the topic
  • State your thesis. Let your readers know how you will develop the paper and form it will take.
• Counter Argument
  • Summarize the counterclaims
  • Provide supporting information for counterclaims
  • Refute the counterclaims
  • Give evidence for argument (refuting)
• Your Argument
  • Assert point #1 of your claims
    • Give your opinion
    • Provide supporting information
  • Assert point #2 of your claims
    • Give your opinion
    • Provide supporting information
  • Assert point #3 of your claims
    • Give your opinion
    • Provide supporting information
• Conclusion
  • Restate your argument
  • Provide a plan of action

External Links

• http://homepages.uhwo.hawaii.edu/~writing/position.htm
• http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
• Study Guides – http://www.studygs.net/wrtstr9.htm
• Aspen University – http://www.aspen.edu/cybrary/positionpaper.htm
• Central European Uni – http://web.ceu.hu/writing/position.htm
• PDF – http://ece.uprm.edu/~wrivera/seminar/position_papers.pdf
• 5 steps – http://www.nvcc.edu/home/dashkenas/Positionpaper.htm

The use of non-verbal tests of intelligence in an attempt to avoid cultural bias has led to growing controversy, and there is a growing body of evidence to suggest that non-verbal tests may be more culturally biased than language tests.

I could see that happening due to written language itself. Written English is far more formal, grammar-based and mistakes and errors show up far more quickly than noticing mistakes in spoken. In spoken English, even native speakers don’t use grammar so much. In fact, a couple of native speakers can have an entire conversation which is not grammatically correct, but still get the feeling and meaning perfectly clearly.

So if this happens for native speakers, then non-native speakers can get a lot more meaning out without the tester noticing every single error. Occasionally some “errors in speech” become sayings, such as “long time, no see” which originated from a Chinese speech pattern when using spoken English which was directly translated from Chinese.

Oral English has:

• pronunciation (are the words clear?)
• flow (hesitation? confidence?)
• tone (word/sentence stress correct? Does it have feeling or is the speech robotic?)
• language (choice of words, grammar, putting meaning together with the right words)

The assessment piece is something based on their context or learning objectives for the course. It could be a debate, speech or simple discussion. More criteria are added based on the learning objectives. For example, for a debate, certain language would want to be present, perhaps critical ability also. What I then do is assign a value or importance to these areas. This
becomes my marking criteria for interpreting my students’ performances.

As the students perform the spoken work, numbers are placed in each criteria for an overall score for that assessment piece. Some form of evaluation needs to take place in order to fill in the numbers for each student. The student might have great pronunciation, tone and generally spoken English, and even be producing some of the required language for the task, but something is missing … heart? feeling? commitment? Whatever it might be the score needs to be lower than someone with perhaps less English but seems to have the task completed with ease and to the enjoyment of the audience (the class and myself).

Something as dynamic as spoken language is a very difficult thing to assess!

• Mark, J.W. & Anthony, C. (2007) Reducing the Effects of Isolation and Promoting Inclusivity for Distance Learners Through Podcasting, Turkish Online Journal of Distance Education-TOJDE January 2007, 8(1), from http://tojde.anadolu.edu.tr/tojde25/pdf/article_7.pdf
• Willians, J. & Fardon, M. (2006) Perperual connectivity: Lecture recordings and portable media players, Proceedings ascilite Singapore 2007, from http://www.ascilite.org.au/conferences/singapore07/procs/williams-jo.pdf
• Stanley, G. (2006) Podcasting: Audio on the Internet Comes of Age, TESL-EJ 9(4), Viewed here – http://www.tesl-ej.org/ej36/int.html
• Prensky, M. (2007) how to teach with technology: Keeping both teachers and students comfortable in an era of exponential change, Emerging Technologies for Learning, 2, from – http://eit159.googlepages.com/emerging_technologies_prensky.pdf
• King, K. & Gura, M. (2007) Podcasting for Teachers: Using a New Technology to revolutionize teaching and learning, A volume in the series: Emerging Technologies for Evolving Learners. Series Editor(s): Kathleen P. King, Fordham University and Mark Gura, Fordham University, from – http://books.google.com/books?hl=en&lr=&id=vjfoYpVItV4C&oi=fnd&pg=PR7&dq=Podcasting+for+Teachers&ots=s2yLCpiPYZ&sig=QM_Ytze8eS5kMkMrdnIRAxatYhk
• Thompson, L. (2007) Podcasting: The ultimate learning experience and authentic assessment, Proceedings ascilite Singapore 2007, from – http://www.ascilite.org.au/conferences/singapore07/procs/thompson-poster.pdf

Ah, the list goes on, but I stopped

What do I need to know about assessment that I don’t know now?
My knowledge of assessment is through VET competency style assessment and testing for English level in 2nd language speakers. So more knowledge in general is my first aim.

I really want to know how to assess people authentically within a learning community that is as painless as possible (for teacher and students), relevant (for use outside of class) while still gathering enough information to judge the students’ competency and knowledge of the subject.

What do I need to be able to do that I don’t do now?

Design, run and mark an authentic, relevant and interesting piece of assessment with ease.

What are the sources of that knowledge/skill?
Literature would be my biggest source as I don’t have as much background knowledge on this subject. Also, I’m interested in the practical of designing a piece of assessment. I’ll be reflecting on the theory and practical also.

Are there useful interactions in which I can participate in order to acquire it? What other things might I do?
Definitely, asking others about their experience as we go through the course and participating heavily in the practical component (designing an assessment). Asking them and myself – how well does this achieve its goal? how could we design a more interactive, pain-free assessment? Is this assessment useful to the student outside of class? etc. And of course, reflection on my own actions.

How will I know that I am accessing the correct information and if I am comprehending the knowledge base adequately?
Checking back at this posting for my personal aims. Perhaps I could create a project out of my aims with to-do’s, etc. Of course, reflecting on my aims and how the course is progressing.

How can I test out my new knowledge/skill in the context of an applied situation, and through social interaction?
The first test would be the practical inside the course. The next would be actually designing and assessing something (possibly online along with a course). For me this will start off slowly, but increase over the next year.