[Assessment 1121] Re: Observation checklist

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Forrest Chisman forrest at crosslink.net
Tue Feb 5 19:16:40 EST 2008


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


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


-----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?!


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




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


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.


Marie Cora

Assessment Discussion List Moderator

Marie Cora

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

NIFL Assessment Discussion List Moderator



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