Jul 11 2009
Open Question on Publishing Digital Artifacts
Hmmm. How to create digital artifacts that would demonstrate all three modes of communication? That is the question! It is clear how to find artifacts for a) presentational writing and b)presentational speaking but for these other three not as obvious: c) interpretive reading d) interpretive listening e) interpersonal speaking.
Now I think I know what would be considered valid examples of c,d, and e. But how do I get evidence of them in a digital format? Any ideas?
I’ll brainstrorm a few but if anyone could help or steer me in the right direction, that would be great. Thanks!
interpersonal speaking
Student submits an audio file of a recorded, unscripted, unrehearsed conversation. Could be on telephone or on skype if not in person.
Student submits a video of such a conversation
interpretive reading
Student copies and pastes a real-world reading segment and his or her interpretive response to it.
interpretive listening
Student submits his or her response to a clip of spoken target language. The audio file is included.
These ideas (some more than others) require significant planning and legwork beforehand of course!
John, your point is well taken. Providing evidence that is authentic, valid and contextual, particularly to demonstrate interpretive skills, can be tricky. What you’ve described as ways for students to capture their competencies in these does seem to work, but because the LF belongs to the learner, after giving these suggestions to your students, why don’t you leave it up to them to think how they might demonstrate what they can do. They only thing you need to make clear to the learners is that spontaneity is imperative. Documenting competencies for interpretive skills runs the risk of seeming staged, and, in fact, is only useful for the learners themselves in a formative sense. Documenting productive language, on the other hand, which often results from interpretive tasks anyway, serves more of a purpose for an outside user of the LF (teacher, portfolio for admission, employer, etc.)
Great thinking! I love this type of conversation. I agree with Jacque, providing evidence can be tricky. It’s important to remember that an artifact doesn’t have to demonstrate all three competencies (and in might even be impossible for all scenarios). In fact, if you follow the IPA approach, you would assess them separately and throughout a unit. It would be up to the student to decide which artifact for which competency they choose to enter in THEIR LinguaFolio.
I also want to second another one of JBVH’s point: we have to begin to learn to allow students to choose how they want to demonstrate their own learning (which is really what LF is all about). We can provide them with tools, avenues, scenarios, connections, but they are the ones that through careful guidance have to choose. Only then can they become responsible for their own learning. You are simply the strategy specialist.
Now the implications for DL are of course huge, because I’m sure you feel the need to plan/develop/assign these assessments ahead of time. I’m not sure what the answer is, but would love to help you figure it out.