Evaluate 3.1.1. Differentiation

The chart below is a sample gradebook for my Chinese 1 AB class.

Chinese 1 AB Data Chart

This data consists of student names, Synchronize Session Participation, Discussions, Writing Assignments, Oral Quizzes. The grades shown are averages of each category over a one month period.

Group 1
Chu, Deng, and Su are of Chinese ethnicity and have good commend in spoken Chinese.

Group 2
Adams, Bennett, Newman, and Thomas do not have any background associated with Chinese language.

Synchronous Session Participation: There is a low participation rate among group 1 in this category. Maybe students in group 1 have a misconception that Synchronous Sessions are for those who need practice on spoken Chinese, which they can get plenty of that at home; therefore, there is no need to participate in the sessions.

Discussions: Both groups are doing equally well on discussions. The class seems very engaged and enjoys expressing their thoughts in the discussion posts.

Writing Assignments: The main component of this category is Chinese character writing. Neither group has any Chinese character writing skill prior to the course and the data coincides with that because the deviation is quite small.

Oral Quizzes: The students complete a ten-question Q & A oral quiz over the phone with the instructor prior to each Unit Test. In this category, there is a bigger gap between the two groups. Group 1, which have the advantage of spoken Chinese skill, do much better than group 2 who are not exposed to spoken Chinese on a daily bases.

Unit Tests: Unit test consists of matching, multiple choices, filling in blanks, and short answers. There is a correlation between participation rate and Unit test scores. Students who participate in Synchronous Sessions often have more review opportunities than those who do not or rarely participate; therefore, perform better in the Unit tests.

Areas requiring modification of instruction. I would modify my strategy on Synchronous Sessions to raise the participation rate on group1. Some of the ideas are more advertisements on the newsletters about all the activities taken place in the sessions, assign one student to be the host for part of each Synchronous session, and more peer interaction during the sessions.
As a result of low Synchronous Session participation and late assignments, Bennett has lower averages across the board. A conference is needed with the student and the parent/guardian, so an individualized study plan can be drawn to help him in the learning process.

The settings of the LMS is beneficial in providing individual student with differentiate instructions. Even though the content is very uniform, each student has the freedom of choosing the order of completing the assignments as long as they are submitted by the due dates. This flexibility allows students to manage their online school and personal life schedules accordingly.




Evaluate 2.1.2 Rubrics and Competencies

GoogleimagesRubricsandCompetenciesCompetence based instruction is important in any subject area. It focuses on how students can apply the skills learned rather than what students know about a subject. Regarding foreign languages, it means that the focus of the instruction is on what students can do with the target language rather than what they know about the target language. Some of the ultimate goals of learning a foreign language are to be able to communicate in target language and to be able to make connection with the culture of the target country.
The Unit 1 Introduction to Chinese Grammar consists of six elementary level lessons. The unit is designed for beginner learners in secondary schools with the focus on the core underlying structure behind Chinese grammar. It teaches the basics of Chinese language that beginning students need to be able to communicate in the language. It helps students understand how the Chinese language works grammatically and how to use the language in real life.

Unit 1 Introduction to Chinese Grammar
Lesson 1: Word Order in the Chinese Language
Lesson 2: Introduction of Negation Words in the Chinese Language
Lesson 3: Yes/No Questions in the Chinese Language
Lesson 4: Word Order for the Content Questions in the Chinese Language
Lesson 5: Introduction of the “shi (是)……..de (的)” Structure in the Chinese Language
Lesson 6: Adjectives in the Chinese Language

Learning Objectives
1. Students will be able to use correct word order in the Chinese language.
2. Students will be able to form Yes/No questions in the Chinese language.
3. Students will be able to use correct word order for the content questions in the Chinese language.
4. Students will be able to use correct “shi (是)……..de (的)” structure, a unique Chinese grammatical structure which has no equivalent in English language.
5. Students will be able to use correct adjectives in the Chinese language.

Instructions will consist of various formats such as text, images, audio recordings, class/group/individual activities, and videos to accommodate all different learning styles.

Assessments/Evaluations will include a pre-assessment to identify students’ prior knowledge of the content, end of lesson assessments, projects, oral presentations, and a final/comprehensive assessment.

Unit 1 Introduction to Chinese Grammar Screenshot

Evaluate 3.1.2 Reflection on Teaching Abilities

Googleimagesstrengthweakness          I am new to online teaching and am working extremely diligent on my GaVS Orientation and Effective Online Teaching courses. Teaching is my passion and what I love more than that is learning. My main weakness is technology and my strength is determination; I am determined to turn my weakness to strength. Through many hands-on quests and assignments in the two courses I’ve worked on, I have learned an array of new things that helps to prepare me for my first semester with GaVS in the Fall. As school begins, there will be more professional development opportunities for me to explore and learn. My professional growth plan is to utilize every learning opportunity so that, by the end of school year 2015-2016, I will not only be proficient at teaching online, but also be highly effective as an online teacher.

My ePortfolio

Evaluate 2.1.1 Data Driven Instruction, Analytics, Reporting Tools

Enrollments and Attendance                                                                                    
In the first artifact, the teacher is able to see all the classes this student is currently enrolled in , including the students Class ID, which Term, Course Name, Section Number, Starting and ending dates, and number of students enrolled in that same class.

In the second artifact, the teacher is able to see Payment Type, Student Type, whether or not this student has completed the orientation module, if the student has been dropped, and Assessment Type (will the student take EOCT or not). The artifact has omitted certain data to comply with privacy and FERPA regulations.

Student Progress
The third artifact is an example of a communication log. A communication log consists of Type (the ways stakeholders may be contacted), Person (person contacted), Nature (purpose of the contact), Submitted (date and time of the contact), and Comment (any comments the student or instructor may make). Depending on the systems used by an organization, some are programmed to make computer generated phone calls and/or emails and automatically log the communication. However some require the teacher tracks communication log manually. The information in this log shows the teacher’s effort to alert and his/her concern about this student’s unsatisfactory performance.

The fourth artifact showed the teacher’s effort to send a good report on this student’s outstanding performance.

The fifth artifact is a report on dates and page views by individual student. This data allows a teacher to analyze the student’s study patterns and to monitor student’s progress.

The sixth artifact is a sample gradebook. The student can see grades by category and individual comments. Constructive feedback provides students tools to improve and encouragement to do their best.

The seventh artifact is a sample quiz feedback. The Submission View allows this student to see what was missed on the quiz, thus to enhance better understand of the material.

The eighth artifact is a sample dropbox. It shows this student has submitted two files, Cover Letter and Resume, and received two grades. The student can click on the View icon to read teacher’s comments (Artifact #9) shows the student specific areas to improve.

Data provides the teacher with valuable information to adjust instructions that can better assist students in their learning process. Logins do not always equate to working productively; the teacher can analyze the information on Page Views to see when and how often students are studying and what there are studying. Communication Log is essential in connecting with stakeholders: to keep students and parents/guardians informed of both “job well done” and academic concerns. It is important for the teacher to use all possible information to make an accurate analysis, so that the data can serve a constructive purpose, which is to improve teaching and learning.


Evaluate 1.1.3 The Summative Assessment

The validity of the tests is whether or not the tests measure what they claim to measure.  To ensure the best validity of the tests, the instructor should be especially familiar with the course goals and learning objectives so the test items can align with the most important course content. Googleimagesvalidity.logo

Reliability is the effort of minimizing random errors in the tests. One of the ways to ensure the reliability of the tests is to make tests consistent; when given to similar groups, consistent tests should produce similar results over time. Another way is to make sure that tests contain reasonable amount of test items and have consistent formats, so the tests would be able to evaluate learners’ knowledge on content and lessen any possible confusion.


Most tests are often reused; therefore, it is highly critical to keep tests in a controlled environment. Online schools should have Question Libraries that randomize test items. To safeguard test items, it is always a good practice to minimize the test handlers to just a few authorized personnel. 


I have created a Chinese Mythology Unit Test. To make certain that the test is valid and reliable, all test items are based off the unit objectives and learning goals, and are proofread to eliminate errors. In addition, the test also consists of reasonable amount of test items and formats, which will assess students’ knowledge on content. The test items will be scrambled to keep the test secured.

Evaluate 1.1.2 Quality Feedback

Authentic feedback is essential for students to know clearly what the expectations of the instructor are. It should be positive, encouraging, constructive, clear, and concise. The instructor should always include helpful resources in the feedback to provide students remedial assistance. It is imperative that the instructor grade assignments promptly and provide feedback immediately, so students can make progress through the remediation. There are several different ways for an online instructor to deliver feedback: by text, phone call, voice message, audio, or email.

Here is a student work sample and accompanying feedback.


Evaluate 1.1.1 Formative Assessment

Pre-assessments are used to help educators gauge a student’s understanding of the course material for class placement. Pre-assessment are given to assess student’s knowledge level for the class and to detect areas they may need to review before starting the class. When teaching Mandarin Language, a verbal test is needed to evaluate the student’s understanding of the language and then class placement. A written pre-assessment is also given to gauge the student’s reading and writing understanding.

Quizlet, USA Testprep, and Shmoop are some the sites for creating formative assessments.  Shmoop also allows teachers to monitor students’ progress.

Chinese Kinship Terms Quiz is an example Formative Assessment I have created using Quizlet.