[Assessment 1121] Re: Observation checklist

Ted,

 

I like the list very much too, and hope you can answer Marie's questions.
Also, how large is your program, how many hours/week do classes meet, and
how would you "grade" your program using this list? What percentage of your
students advance a level (or more) in a year (or more)? You don't list
intensity and duration of instruction - two factors that Jodi Crandall and I
have found important. Do you find these important too, or do you think those
factors "wash out" if the principles you list are followed?

 

Forrest Chisman

Vice President

CAAL   

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Marie Cora
Sent: Tuesday, February 05, 2008 2:42 PM
To: Assessment at nifl.gov
Subject: [Assessment 1110] Re: Observation checklist

 

Hi Ted,

 

Thanks for this.  This is a great list - did you generate it yourself?  

 

I guess I have a bunch of questions for you about it:

 

How do you use it?  As a general guide, or do you deliberately try to
address each item?  Are you the only one who uses this, or do others you
work with?

 

Do you find that if you adhere to these principles, that the students
advance?

 

Marie

 

 

 

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Ted Klein
Sent: Monday, February 04, 2008 9:49 PM
To: The Assessment Discussion List
Subject: [Assessment 1105] Re: No Questions or Comments?!

Marie,

 

In the long run, this may be all that I know.

 

Ted

www.tedklein-ESL.com

 

 

20 Questions: LANGUAGE CLASS OBSERVATION CHECKLIST     YES           NO


 

1. Were there 10 or fewer students in the class?            

                                                            

2. Was the classroom comfortable in terms of                

   environment and learning atmosphere?                     

                                                            

3. Did the instructor have a pleasant and                   

   supportive personality?                                  

                                                            

4. Were the lessons communication centered,                 

   rather than informational, most of the time?             

                                                            

5. Was the instructor a native-speaker or                   

   near native-speaker of the target language?              

                                                            

6. Was the target language used as a medium                 

   of instruction all or most of the time?                  

                                                            

7. Did the students do most of the communication,           

   rather than the instructor?                              

                                                            

8. Did the instructor maintain control of the class         

   in a non-threatening manner?                             

                                                            

9. Did  members of the class seem compatible with each           

   other and the instructor?                                     

                                                                 

10. Did the students seem closely matched in their               

    target language proficiency?                                 

                                                                 

11. Did all of the students participate?                         

                                                                 

12. Were students enthusiastic?                                  

                                                                 

13. Did the instructor use a variety of techniques               

    to elicit communication activities?                          

                                                            

14. Did the instructor assist students, rather              

    than push them?                                         

                                                            

15. Did the instructor use normal, rather than              

    exaggerated speech?                                     

                                                            

16. Were training aids used to enhance or reinforce         

    results?                                                

                                                            

17. Were new learning objectives reinforced adequately?     

                                                            

18. Was correction applied moderately and positively        

    so that it wouldn't inhibit communication?              

                                                            

19. Was there a balance of language skills (listening,      

    speaking, reading and writing?)                             

                                                            

20. Were students dealt with appropriately for their        

    ages? (e.g. adults treated like adults).

 


 

---- Original Message ----- 

From: Marie Cora <mailto:marie.cora at hotspurpartners.com>  

To: Assessment at nifl.gov 

Sent: Monday, February 04, 2008 5:50 PM

Subject: [Assessment 1103] No Questions or Comments?!

 

Hello everyone,

 

I'm so surprised!  No one has anything to comment on regarding your
program's effectiveness at helping ESL students advance??  I was very
curious to know if subscribers experience the same types of issues that Dr.
Chisman and Dr. Crandall found in their research:  a lack of intensity of
instruction/few protocols for transitioning students/few opportunities for
professional development.

 

What are the issues in your program that you feel inhibit the ESL student
from advancing?  What do you try to do about that?

 

Please post your questions and comments now.

 

Thanks!

 

Marie Cora

Assessment Discussion List Moderator

 

 

Marie Cora

 <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com

NIFL Assessment Discussion List Moderator

http://www.nifl.gov/mailman/listinfo/assessment

 

 

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