Driving in Windows 7: Lesson 1 Terminology and Navigation

Submitted to: Angela B. Bell, Ph.D. T&L 550: Assessment and Evaluation in ELL Education University of North Dakota

Submitted by: Elicia Flom April 29, 2014

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Table of Contents 1) Introduction ............................................................................................................................................ 4 2) TL 550 Unit Assessment Plan Rubric .................................................................................................... 5 3) Adult Learner Analysis: Setting the Stage ......................................................................................... 6 a) Adult Workforce Development (AWD) Computer Classes............................................................. 6 b) Adult Workforce Development (AWD) Adult Learners ................................................................. 7 c) Adult Workforce Development (AWD) Adult Learner Assistant and Participants ......................... 9 4) Classroom Instructional Assessment Project........................................................................................ 11 a) Choosing a Lesson Plan Format: NTeQ Lesson Plan .................................................................... 11 b) Transforming Learning Objectives 1 ............................................................................................. 11 c) NTeQ Lesson Plan for Windows 7: Lesson 1 (Includes Assessment Reflections) ........................ 12 5) Summary of Assessment (Measurement) of Learning ......................................................................... 29 a) Grading Plan (Revised) .................................................................................................................. 29 b) Summary of Adult Learner Results ............................................................................................... 29 c) Summary of Adult Learner Feedback ............................................................................................ 30 6) Reflections, Revisions and Future Development ................................................................................. 31 7) References ............................................................................................................................................ 35 8) Appendices ........................................................................................................................................... 36 a) Completed Adult Learner Assessments ........................................................................................ 36 i) Jennifer .................................................................................................................................... 36 ii) George ..................................................................................................................................... 41 iii) Bill ........................................................................................................................................... 46 b) Assignments 1-3 (Appendices 1.5, 1.6 and 1.7) ........................................................................... 51 c) Assignment 4 (State Standards & Learning Objectives) ............................................................... 63 d) Assignment 5 (Assessment Scenarios) .......................................................................................... 63 e) Assignment 6 (Rubric for Unit Assessment) ................................................................................ 66 f) Assignment 7 (Graphic Organizer: Windows Road Map) ............................................................. 66 g) Assignment 8 (Self-Assessment) ................................................................................................... 66 h) Assignment 9 (Criterion-Referenced Tests) .................................................................................. 66 i) Assignment 10 (Grading Plan)....................................................................................................... 68

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Introduction
Proficiency in computer software skills particularly in Windows 7 and Microsoft Office 2010/2013 is required not only for professional advancement but also for personal use to complete daily activities. For example, individuals are not required to receive a paper-based bank statement each month to reconcile against their paper-based check register; rather, people are able to view their bank statement instantly, any time and as often as they wish provided they have a computer with Internet access, can successfully navigate to a web browsing program, open the web browser, determine that the website is secure and complete the login procedure. Further, a proficiency in the English language is also presumed to the majority of American websites. Working as an adult education computer instructor for more than 25 years, it is surprising that many people are seeking basic computer literacy skills courses despite the research articles referencing the growth of "digital natives," or individuals under the age of 30 who are believed to be proficient computer users. It is not surprising that, with The Ohio State University 15 minutes away, basic computer literacy courses are offered frequently and achieving higher enrollment levels; particularly, among people who are taking English Language Literacy courses while simultaneously taking computer skills classes. Computer skills assessments should be designed so people learning to communicate in English can demonstrate their level of mastery even in the early stages of their English language development. The purpose of this project is to design/modify a unit assessment plan, facilitate (teach) the actual unit and reflect on the transformation process to improve instructional design and teaching practices with respect to the assessment and evaluation of English Language Learners (ELLs).

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TL 550 Unit Assessment Plan Rubric:

Descriptors Breadth/Depth of TL 550 Course Point value 5 5 10 15 Completed (Date) Dr. Bells Comments

Cover page Place this rubric in your notebook. Maintain completion dates column. Set the stage. Tell me about your learners. Create a Classroom Instructional Assessment Project. Use Apx. 5.6 as a guide. Content area and language objectives are measurable. Content and language objectives match instruction. Content and language objectives match assessment. Instruction and assessment are interconnected. Only of assessments are pre-made. All pre-made assessments must match language needs of learner. May have to adapt assessment. At least 5 assessments are used. Assessment choices are appropriate for ELLs and match objectives and instruction.

5 5 5 5 5

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Adult Learner Analysis: Setting the Stage

Adult Workforce Development (AWD) Computer Classes: Initially, the course entitled Computer Fundamentals was the 48-hour introductory course all incoming adult learners completed prior to continuing in more specialized computer classes or continuing on into the many full-time programs offered through AWD, a division of the Eastland Fairfield Career & Technical Schools (EFCTS). There were no prerequisites for this course; no assessment or surveys of any kind were required or offered. When enrollment declined, and full-time instructors reported that adult learners did not possess the requisite computer skills to participate in their programs, the Computer Fundamentals course was redesigned into three classes including the Introduction to Computers class (2-hour class with a computer skills inventory (assessment) and orientation), the Computer Survival Skills class (36-hour class covering core computer skills) and the Windows 7 class (6hour class covering Windows terminology and navigation). By dividing the classes, people had greater choice over taking the class best suited to their needs; by making the Introduction to Computers class free of charge, people had an opportunity to determine their computer skills gaps, work with computer instructors they might see again in class and determine whether they needed a refresher type of course or something more extensive. For people who are very new to computers, the Computer Survival Skills class covers the same information that the Windows 7 and Microsoft Word BASIC classes cover along with providing additional practice an introduction to word processing, Internet navigation and email correspondence, essential computer hardware and related topics to support adult learners in their professional or personal use of computers. For people who are familiar with computers, but want a refresher, they may want to take the Windows 7, Microsoft Word BASIC or other Microsoft

Learning Windows 7| 6 classes to prepare for their full-time programs. By completing the Introduction to Computers class, adult learners facilitate the decision on whether additional classes are necessary, and if necessary, which classes they will take. This alleviates instructors from the responsibility of guessing which class, or classes, may be best suited to an adult learners existing computer skills through a phone conversation or email discussion. When adult learners participate in the process of choosing a course based on an accurate picture of their existing computer skills as compared to the computer skills required to courses which is not always easy to ascertain by the descriptions in our course catalog or on the schools website adult learners buy in to continuing their computer education which may sustain their motivation to continue coming to class far better than if they were required to take a class they did not believe was necessary or relevant. Adult Workforce Development (AWD) Adult Learners: The adult learners participating in the Career Enhancement (short-term) computer literacy classes typically range in age from 18 to 92. Despite some educational researchers belief that a growing number of younger adults are categorized as digital natives (Prensky, 2001), people born after 1980 presumably and use computers effortlessly, my experience with people in the classroom align with the generality that people under the age of 30 may be able to intuitively use a variety of IT devices and navigate the Internet [and while]comfortable using technology without an instruction manual, their understanding of the technology or source quality may be shallow. (Oblinger & Oblinger, 2005, p. 2.5). In other words, a persons ability to use a computer effectively is not necessarily determined by age or frequency of use. In addition to a wide range of ages, adult learners attending our computer literacy classes possess different expectations for the courses and their participation. Some adult learners make a

Learning Windows 7| 7 point to practice what they learn in class outside of class while others do not. Some adult learners have different computer systems at home or work than those used in our classes. In Columbus, Ohio, the Battelle Career Education Center housed within the Goodwill Columbus facility has provided self-paste short-term computer classes targeted toward people with disabilities; however, adult learners with a variety of physical and learning disabilities choose to attend classes at our school instead. While most of the adult learners attending our classes would be described as selfdetermined, perhaps even self-regulated, learners who choose to take our classes without any external motivators; some individuals are required to take our classes to meet the prerequisites of the full time programs. In the past 10 years, the number of students enrolled in basic computer literacy classes, who do not speak English as their primary language, has increased. In the past year, more than 50% of our adult learners are simultaneously participating in ABE/ABLE/ESL/GED courses at the same time. Certainly, software training has some advantages that can support the English language learning activities adult learners may be participating in their ESL classes. For instance, many of the software icons, or pictures, are the modeled after real-life items. In other words, when teaching file management concepts, holding a physical file folder to compare to the electronic image of a file folder helps English language learners, and even native English speaking learners, make sense of the basic computer terminology. Even so, when using direct (verbal) instruction, basic English fluency at a fifth grade reading level is critical. In fact, when reviewing materials with the ABE coordinator, the majority of our materials created in-house as well as purchased workbooks and reference materials from outside sources require at least an eighth grade reading level.

Learning Windows 7| 8 At this time, the Career Enhancement (short-term) classes have no official prerequisites. For Adult Education learners, there is no formal assessment process for short-term, career enhancement courses such as the 6-hour, 24-hour or 36-hour computer skills classes. For fulltime adult learners who have decided on a full-time program, they are required to complete an orientation/enrollment process. The Initial Home Language Survey used in K-12, is not used; however, the full-time program staff depend on the Assessment Coordinator to facilitate the TABE (Test of Adult Basic Education) assessment which may assist in identifying ELLs. Since our Career Enhancement classes are extremely short, it is not easy to compile data on the learning styles, or preferences, of the adult learners. However, with the classroom arranged so that the computer use by the instructor is behind the adult learners and everyone faces the front screen to view the projection of the instructors computer screen it is easy to see when adult learners are struggling to follow instructions. In some cases, simply repeating the instruction verbally is sufficient where other times individual assistance involving pointing at areas on the adult learners computer is required. Through the years, additional course handouts have increased considerably more images to help adult learners make connections between reference materials and their actual computer. Of course, those connections may not be sustainable, or consistent, when adult learners are using computers outside of our computer lab. Practical assessments are the primary source of feedback helping adult learners determine their level of mastery and identify gaps in knowledge or skills. Assessments may take the form of individual and group tasks/projects to complete within and outside of class; written assessments that include true/false, multiple-choice, and short answer/essay questions; mentorship projects where adult learners help fellow classmates, online collaboration and selfreflection/assessment activities. In the past six years, lessons have been updated to include more

Learning Windows 7| 9 scenario-based projects that are authentic, relevant and performance-oriented. Advisory board members reviewing class curricula and related materials represent stakeholders, employers and former adult learners. They help ensure that course topics and scenario-based projects align with industry standards and meet the expectations of employers. Adult Workforce Development (AWD) Adult Learner Assistant and Participants: For this project, four adult learners have either assisted or participated. An adult learner, Mary,*agreed to volunteer her time to review materials I transformed or added to the Introduction to Computers or Computer Survival Skills classes she had taken. She was simultaneously participating in daytime ESL classes in preparation to take the GED exam. Three additional adult learners agreed to participate in this project by completing the Windows 7: Lesson 1 session and assessements. George*and Bill,*who are also attending evening ESL classes in preparation for the TOEFL, Test of English as a Foreign Language, along with Jennifer, who is not an ELL, participated in the Windows 7: Lesson 1 as part of the Introduction to Computers class on April 17, 2014. Both George and Bill are from Africa, specifically Nigeria, and have been in America fewer than 12 months. Customarily, this is a 2-hour course; however, to allow sufficient time for the assessments, this class was extended by one hour which complies with the NTeQ lesson plan time frame as noted below. While there are no records available for verification, both George and Bill have attended college in their country but are planning to enroll as freshmen; George plans to attend DeVry University to pursue a degree in computer science where Bill plans to attend The Ohio State University to pursue a nursing degree. Jennifer recently retired from Honda having worked in the auto industry the majority of her life. She has not attended college and did not graduate from high school but earned her GED while working. When making the initial introductions at the beginning of class, it was Jennifer

Learning Windows 7| 10 who identified herself as a novice computer user; both George and Bill had been using computers for many years. George recounted how he had set up a very simple Internet caf while still in Nigeria but felt completely ill-prepared to work on any computers in America as the electronics are different and I dont know the right words or I dont pronounce the words like Americans do, so I am frequently misunderstood. Bill said he taught himself to use a computer but has to have help from family, friends and coworkers and stated that To be successful at school, I need to learn more English and more about computers. George and Bill had completed an assessment of their English language skills through their orientations at DeVry University and The Ohio State University; both gentlemen had been told that they would be required to take the TOEFL exam as a condition of acceptance to their respective programs. *Names have been changed.

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Classroom Instructional Assessment Project

Choosing a Lesson Plan Format: NTeQ Lesson Plan:

Having used quite a few different lesson plan formats, particularly to support educators delivering instruction at different levels and covering a wide variety of content, the template provided in appendices 5.5 and 5.6 (Gottlieb, 2006, p. 105) was similar to the NTeQ lesson plan format that may be used when integrating technology. Considering that this lesson is driven by technology; blending the two formats, or templates, was beneficial to guarantee that technologybased learning outcomes were clear with consideration for ELL progress and achievement at different levels. The language domains English language proficiency standards and performance indicators assessed have been detailed in a table beneath each learning outcome within the lesson plan that begins on page 12 and continues through page 24. Transforming Learning Objectives: While including Mary, my former adult learner, in the analysis process for the Windows 7 project, I simultaneously reviewed several other software skills lessons that seemed to have similar issues. It was an opportunity to practice reviewing the materials through Marys eyes while helping me improve my instructional design analysis skills. This project is based entirely on the Windows 7: Lesson 1; however, several appendices and assignments relate to other lessons.

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NTEQ LESSON PLAN FOR INTEGRATING TECHNOLOGY THROUGH INQUIRY

Lesson Title: Subject Area(s): Learner Experience Level: Time Required: Driving in Windows 7: Lesson 1 (8 Lessons in Series) Microsoft Windows 7 Adult Education 2-4 Hours, In Class 6+ Hours, Independent Study SESSION(S) SUMMARY
The purpose of this lesson is to provide real life scenarios for adult learners to use their personal computers and Microsoft Windows 7 to independently navigate between files, folders and programs while using terminology accurately.

PLANNING: THE PARAMETERS FOR ASSESSMENT CONTENT: LEARNING OUTCOMES

Learning Outcome 1: When using a computer workstation with the Windows 7 operating system, adult learners will arrange the core tools/features; Desktop, Taskbar, Start Button, Recycle Bin, and Notification Area, with 100% accuracy to: Name Desktop area, Taskbar, Start Button, Recycle Bin and Notification Areas Describe (location, color, etc.) define the purpose of the terms: Desktop, Taskbar, Start Button, Recycle Bin, and Notification Area Identify Active vs. Inactive Windows in the Taskbar Identify Selected vs. Unselected Desktop Icons (Left Mouse Button) and Shortcut Menu (Right Mouse Button)

LANGUAGE: LEARNING OBJECTIVES (LISTENING, SPEAKING, READING AND WRITING), BY LEVEL:

Level 5 Discuss determining factors prompting the change from Inactive to Active window with to a classmate or the instructor (speaking/listening) Summarize the advantages of using terminology when describing core tools/features of Windows 7 (listening, speaking, reading and writing) Produce a roadmap (graphic organizer) labeling the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Explain the difference between an Active or Inactive window to a classmate or to the instructor (listening, speaking, reading and writing) Compare/contrast Active vs. Inactive Windows (listening, speaking, reading and writing) Compare/contrast Selected vs. Unselected Icons (listening, speaking, reading and writing) Define the function of the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (speaking, reading and writing) Name (Identify) Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Name (Identify) Selected or unselected icons and Short-Cut menu (listening, speaking, reading and writing)

Level 4

Level 3 Level 2

Level 1

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Learning Outcome 2: When using a computer workstation with the Windows 7 operating system, adult learners will manage the core tools/features; Desktop, Taskbar, Start Button, Recycle Bin, and Notification Area, with 100% accuracy to:: Locate Program, Help and Shut Down options on the Start Menu (Start Button) Locate, Open and Empty the Recycle Bin Activate the Shortcut Menu (right mouse button) and Access the Notification Area and Speaker icon to change the date/time and sound level (volume) Shut down the computer through the Start Menu (Start Button)

LANGUAGE: LEARNING OBJECTIVES (LISTENING, SPEAKING, READING AND WRITING), BY LEVEL:

Level 5 Level 4 Level 3 Level 1 Discuss alternative navigation process to open a program or shut down the computer (listening, speaking, reading and writing) Debate advantages and disadvantages of using the RIGHT or LEFT mouse buttons for navigation and selection (listening, speaking, reading and writing) Produce a roadmap (graphic organizer) labeling the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area that includes the function/purpose of each (reading and writing) Produce a step-b-step list of steps to follow to shut down the computer (listening, speaking, reading and writing) Produce a step-b-step list of steps to follow to change the volume on the computer (listening, speaking, reading and writing) Produce a step-b-step list of steps to follow to change the date/time on the computer (listening, speaking, reading and writing) Compare/contrast Left and Right Mouse button functions (listening, speaking) Compare/contrast Active and Inactive Windows (listening, speaking) Follow multiple steps for opening the Recycle Bin (listening, speaking, reading) Follow multiple steps for accessing the Notification Area to change the Speakers/Volume and Date/Time (listening, speaking, reading) Name (Identify) Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Name (Identify) Selected or unselected icons and Short-Cut menu (listening, speaking, reading and writing)

Level 2

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STANDARDS
STANDARDS FOR TECHNOLOGY EDUCATION (NETS-S) CREATIVITY AND INNOVATION Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues. COMMUNICATION AND COLLABORATION Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Contribute to project teams to produce original works or solve problems. RESEARCH AND INFORMATION FLUENCY Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. CRITICAL THINKING, PROBLEM SOLVING AND DECISION MAKING Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. DIGITAL CITIZENSHIP Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. TECHNOLOGY OPERATIONS AND CONCEPTS Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Select and use applications effectively and productively. b. Troubleshoot systems and applications. c. Transfer current knowledge to learning of new technologies.
Standards Sources: K12 Technology: http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx NETSS 2007 International Society for Technology in Education. ISTE is a registered trademark of the International Society for Technology in Education.

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RESOURCES
In preparation for delivering the session, the following resources are required:

Equipment: Computer Lab PCs Digital Camera (Optional) Digital Video Camera (Optional) Projector for Presentations Flash Drive or CD media (Optional) Human Resources: Fellow Students Instructor

Software: Windows 7 Installed, Internet Connection General Supplies: Notebook paper Pencil/Pen Textbooks: Microsoft Windows 7: Basic Logical Operations (formerly, Axzo Press) ISBN-13: 978-1-4260-1811-4

Handouts
Assessments: Adult Learner Self-Assessment Windows 7 Practicum (1-5, time permitting) Performance-Based Rubric (Adult Learner Check List) Job Aids: Ergonomics for adult learners Computer Skills Inventory: Windows 7 Operating System for instructor(s) Think Sheets: Graphic Organizers Windows 7 Road Map

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WINDOWS 7 ROAD MAP (THINK SHEET/GRAPHIC ORGANIZER)

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ERGONOMICS (JOB AID)

ERGOWHAT????
Ergonomics is the word used to describe: 1. The applied science of equipment design, as for the workplace, intended to maximize productivity by reducing operator fatigue and discomfort. Also called biotechnology, human engineering, human factors engineering. 2. Design factors, as for the workplace, intended to maximize productivity by minimizing operator fatigue and discomfort: The ergonomics of the new office were felt to be optimal. An ERGONOMICALLY correct workstation: 1. The top of the monitor screen is at eye level. 2. A telephone headset (doubles as voice recognition microphone) to avoid awkward positions while talking on the phone or keyboarding. 3. A wrist pad at the bottom of the keyboard helps keep the wrists in a neutral, almost straight position You may want to alternate between resting your wrists on the pads and raising them up. If you use a wrist pad, it's best to rest your palm or the heel of your hand on the support, rather than your wrist. 4. If your feet do not rest flat on the floor when you sit in your chair, a footrest raises your feet to reduce pressure on the lower back. 5. Armrests are adjusted so that the elbows are close to the side of the body and bent at an angle between 90 and 100 degrees. 6. An adjustable chair has a height adjustment to allow the feet to rest on the floor or on a footrest. Also the back of the chair adjusts for different positions.

Sources: Image Source: http://www.health.com/health/library/mdp/0,,zm2298,00.html; OSHA Sources: www.osha.org The American Heritage Dictionary of the English Language, Fourth Edition copyright 2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

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ASSESSMENT (ALSO, A JOB AID FOR INSTRUCTOR)

Computer Skills Inventory
Core Skills: Windows 7 Operating System (Completed by Instructor, Beginning and End of Session)

Windows 7 Introductory Skills Log on Use Quick Launch bar Use desktop items and toolbars Work with dialog boxes Navigate using Windows Explorer Use Control Panel Create Folders Use Search tool to locate files Use Help tools Create desktop and folder shortcuts Customize the Start menu Customize the Desktop display Use Accessories (Calculator, Paint WordPad, etc.) Use URLs to view Web pages Navigating, working with Favorites Searching tools View web using Tabbed Browsing Save information to CD/DVD/Flash drive

Can Perform Independently

Need Help to Perform

Cannot Perform at this time

Analysis of Computer Skills Inventory Assessment: By using this assessment tool at the beginning and end of several beginning or basic computer literacy classes, instructors can see the progress adult learners are making if they take several classes. In addition, when using this assessment tool at the beginning and ending of our 36hour class, it allows instructors to make instructional practices or update course materials as necessary. And finally, when using this assessment during discussions with adult learners, it is helpful to have a quick checklist to drive the discussion particularly since the adult learners complete an identical self-assessment to be used as a comparison tool. While this assessment changes routinely to adjust for the specific software tools and workflows, and this particular assessment is intended for use across the entire series of eight lessons, adult learners were able to actively participate in determining what they needed to review and whether they were prepared to move on to other classes.

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ASSESSMENT (FOR ADULT LEARNER)

Adult Learner Self-Assessment
Core Skills: Windows 7 Operating System

(Completed at beginning and end of session)

I Can Perform Independently I Need Help to Perform I Cannot Perform at this time

Windows 7 Introductory Skills Log on Use Quick Launch bar Use desktop items and toolbars Work with dialog boxes Navigate using Windows Explorer Use Control Panel Create Folders Use Search tool to locate files Use Help tools Create desktop and folder shortcuts Customize the Start menu Customize the Desktop display Use Accessories (Calculator, Paint WordPad, etc.) Use URLs to view Web pages Navigating, working with Favorites Searching tools View web using Tabbed Browsing Save information to CD/DVD/Flash drive

Analysis of Computer Skills Inventory Assessment: This assessment tool is used at the beginning and end of several computer literacy classes, adult learners can compare their initial skills and knowledge base prior to class with their skills and knowledge base at the conclusion of class. While not all adult learners take a sequence of classes, this assessment can also be used to help adult learners focus their attention on specific topics. This assessment is used in conjunction with an identical tool completed by the instructor. It is useful for prompting detailed discussion with regard to the adult learners progress and anticipated future software skills training. Since these assessments are used as part of the Career Enhancement classes, adult learners keep their responses and the assessments from the instructors if they wish.

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ASSESSMENT: DRIVING SCENARIO (NAVIGATION & LABELING) TEAM ASSESSMENT 1

Analysis of Driving Scenario, Team Assessment 1: This assessment tool serves as a variety of functions. It has been used as a review worksheet to be completed independently outside of class, as a review worksheet while in class, or as a team-based assessment. For this project, it was used by the three students working together as one teamas we had a small class. The image is identical to the image used on the Windows 7 terminology worksheet (Road Map) distributed at the beginning of the lesson. Adult learners use their computers, notes and one another to generate the answers. For this assessment, there is no timing or racing element just an opportunity to work through the questions without instructor intervention. The discussion between the adult learners as they work through the questions may be as beneficial as arriving at the answer. It also helps adult learners build connections with fellow students to extend their support beyond the classroom.

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ASSESSMENT: RACING GAME 1-TEAM ASSESSMENT 2

Analysis of Racing Game1, Team Assessment 2: After having a few minutes to work independently from the instructor, but as a group this assessment adds the pressure of a time limit. Adult learners in larger classes are divided into groups of 2-4 people and compete to be the first team to accurately complete the worksheet. In our class, Jennifer, Bill and George took turns watching the clock and actually completed this twice to see if they could complete it faster the second timeand they did! Not only was it a confidence builder, Jennifer took pride in contributing more answers than she had the first time.

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ASSESSMENT: TEACHING SCENARIO 2 (LABEL, PURPOSE, FUNCTION)-TEAM ASSESSMENT 3 (PEER TUTORING)

Analysis of Teaching Scenario 2 (Label, Purpose, Function)-Team Assessment 3: Adult learners use the same image, but this assessment is completed in a new team, if possible, with each team member taking turns teaching the features. They have an opportunity to use the terminology, come up with analogies that help with understanding and recreate the road map while using their computers to support their practice. Through the years, it is this type of activity that really helps fine tune existing scenario-based assessments since I focus on the areas adult learners seem to struggle with the most. Also, it is very good practice for adult learners to develop their fluency in computer terminology.

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ASSESSMENT: RACING GAME 2-TEAM ASSESSMENT 4

Analysis of Racing Game 2-Team Assessment 4: As in the first racing game, this assessment reviews the terms, navigation steps while also adding the function or purpose to the assessment. Of course, the time constraint added to the process replicates the sense of production and performance frequently expected in the workplace. Since there were only three adult learners in class today, they opted to say the answers aloud, and then write them. As with the first race, they ran this race twice to see whether they could improve their time while maintaining accuracy. Not only were they faster, Bill made the remark that he sounded like George who was the real computer geek.

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ASSESSMENT: RACING GAME 3- INDIVIDUAL/ CULMINATING ASSESSMENT

Analysis of Racing Game 3- Individual/ Culminating Assessment: By this time, adult learners are definitely sure they are tired of the worksheet; however, this time, they work entirely on their own. They have the option of adding the time element; surprisingly, adult learners rarely opt out of the performance component. We did not have quite enough time for this final assessment as another class arrived early for the lab, so I made a few quick notes while making copies of the responses they had time to complete. The adult learners kept their assessments and exchanged contact information and agreed to keep in touchto compare notes on which computer classes they were taking. Based on the responses they completed, George, Bill and Jennifer were getting the correct answers accurately without referring to their previous assessments, notes or asking me or one another for assistance. Each person made worked through the assessment without stopping until we had to pack up for the dayand no one seemed nervous or worried as they worked. While the last assessment was incomplete, they each told a story of adult learners on their way to mastering the core features and terms associated with Windows 7.

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WINDOWS 7 LESSON 1-PERFORMANCE-BASED RUBRIC, DESKTOP COMPONENTS:

Learning Outcome 1: Also, use for assessing English listening, speaking, reading and writing levels
Writing Level Objective Discuss determining factors prompting the change from Inactive to Active window with to a classmate or the instructor (speaking/listening) Summarize the advantages of using terminology when describing core tools/features of Windows 7 (listening, speaking, reading and writing) Produce a roadmap (graphic organizer) labeling the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Explain the difference between an Active or Inactive window to a classmate or to the instructor (listening, speaking, reading and writing) Compare/contrast Active vs. Inactive Windows (listening, speaking, reading and writing) Compare/contrast Selected vs. Unselected Icons (listening, speaking, reading and writing) Define the function of the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (speaking, reading and writing) Performs Independently Label AND explain the purpose of all four items with correct terminology. Needs Help to Perform Label AND explain 2 or more items correctly, but needed coaching. Cannot Yet Complete Label AND explain 0-1 items and needed coaching. Did Not Attempt No marks (reading or writing). No response (listening or speaking)

Level 5 Competent Writer

Level 4 Expanding Writer

Explain the purpose of all four items with correct terminology.

Explain 2 or more items correctly, but needed coaching.

Explain 0-1 items and needed coaching.

No marks (reading or writing). No response (listening or speaking)

Level 3 Developing Writer

Label all four images with correct terminology.

Label 2 or more images correctly, but needed coaching.

Label 0-1 images and needed coaching.

No marks (reading or writing). No response (listening or speaking) No marks (reading or writing). No response (listening or speaking) No marks (reading or writing). No response (listening or speaking)

Level 2 Emergent Writer

Label all four images with correct terminology.

Label 2 or more images correctly, but needed coaching.

Label 0-1 images and needed coaching.

Level 1 Pre-writer

Name (Identify) Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Name (Identify) Selected or unselected icons and Short-Cut menu (listening, speaking, reading and writing)

Match all four images to correct term.

Match 2 or more images correctly, but needed coaching.

Matched 0-1 images and needed coaching.

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WINDOWS 7 LESSON 1-PERFORMANCE-BASED RUBRIC, DESKTOP COMPONENTS:

Learning Outcome 2: Also, use for assessing English listening, speaking, reading and writing levels
Writing Level Level 5 Competent Writer Objective Discuss alternative navigation process to open a program or shut down the computer (listening, speaking, reading and writing) Debate advantages and disadvantages of using the RIGHT or LEFT mouse buttons for navigation and selection (listening, speaking, reading and writing) Produce a roadmap (graphic organizer) labeling the Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area that INCLUDES the function/purpose of each (reading and writing) Produce a step-bstep list of steps to follow to shut down the computer (listening, speaking, reading and writing) Produce a step-bstep list of steps to follow to change the volume on the computer (listening, speaking, reading and writing) Performs Independently Label AND explain the purpose of all four items with correct terminology. Needs Help to Perform Label AND explain 2 or more items correctly, but needed coaching. Cannot Yet Complete Label AND explain 0-1 items and needed coaching. Did Not Attempt No marks (reading or writing). No response (listening or speaking)

Level 4 Expanding Writer

Explain the purpose of all four items with correct terminology.

Explain 2 or more items correctly, but needed coaching.

Explain 0-1 items and needed coaching.

No marks (reading or writing). No response (listening or speaking)

Level 3 Developing Writer

Label all four images with correct terminology.

Label 2 or more images correctly, but needed coaching.

Label 0-1 images and needed coaching.

No marks (reading or writing). No response (listening or speaking)

Produce a step-b-

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Writing Level Performs Independently Needs Help to Perform Cannot Yet Complete Did Not Attempt

Objective step list of steps to follow to change the date/time on the computer (listening, speaking, reading and writing) Compare/contrast Left and Right Mouse button functions (listening, speaking) Compare/contrast Active and Inactive Windows (listening, speaking) Follow multiple steps for opening the Recycle Bin (listening, speaking, reading) Follow multiple steps for accessing the Notification Area to change the Speakers/Volume and Date/Time (listening, speaking, reading) Name (Identify) Desktop area, Taskbar, Start Button, Recycle Bin and Notification Area (listening, speaking, reading and writing) Name (Identify) Selected or unselected icons and Short-Cut menu (listening, speaking, reading and writing)

Level 2 Emergent Writer

Label all four images with correct terminology.

Label 2 or more images correctly, but needed coaching.

Label 0-1 images and needed coaching.

No marks (reading or writing). No response (listening or speaking).

Level 1 Pre-writer

Match all four images to correct label.

Match 2 or more images correctly, but needed coaching.

Matched 0-1 images and needed coaching.

No marks (reading or writing). No response (listening or speaking)

Learning Windows 7| 28 DELIVERING: THE INSTRUCTIONAL ASSESSMENT SEQUENCE FOR A PROJECT

ACTIVITIES & PROCEDURES

Class Session: Project Overview & Implementation (Total Time: Approximately 2-4 hours) 1. Introduce Basic Windows 7 layout a. Distribute Adult Learner Self-Assessment (Complete Instructor Assessment at the same time noting whether coaching was required) b. Collect assessments and set aside. c. Distribute Microsoft Windows 7 Graphic Organizer and remaining Job Aids d. Begin Lesson: Identify Desktop, Taskbar, Start Button, Recycle Bin, and Notification Area e. Compare Right and Left Mouse Button actions f. Compare Active and Inactive Windows g. Review terminology (Instructor-Led Assessment, document observations) 2. Introduce the Driving Scenario 1 (Navigation/Labeling) a. Organize adult learners into teams of 2-4 people b. Distribute Driving Scenario 1, Team Assessment 1 c. Complete Driving Scenario 1 Scenario, Team Assessment 1 d. Vote on BEST SOLUTION, Distribute Prizes (optional) 3. Introduce the Racing Game 1 a. Continue with adult learners into SAME teams of 2-4 people b. Distribute Racing Game 1, Team Assessment 2 c. Complete Racing Game 1, Team Assessment 2 d. Vote on BEST SOLUTION, Distribute Prizes (optional) BREAK (10 min.) 4. Introduce the Teaching (Peer Tutoring) Scenario 2 (Label/Purpose/Function) a. Organize adult learners into NEW teams of 2-4 people b. Distribute Teaching Scenario, Team Assessment 3 c. Complete Teaching Scenario, Team Assessment 3 d. Vote on BEST SOLUTION, Distribute Prizes 5. Introduce the Racing Game 2 a. Continue with adult learners into same of 2-4 people b. Distribute Racing Game 2, Team Assessment 4 c. Complete Racing Game 2, Team Assessment 4 d. Vote on BEST SOLUTION, Distribute Prizes (optional) 6. Introduce the Racing Game 3 (Navigate/Label and Include Purpose/Function, CULMINATING ACTIVITY) a. Have adult learners return to their individual computer b. Distribute Racing Game 3, Individual Assessment 1 c. Complete Racing Game 3, Individual Assessment 1 d. Vote on BEST SOLUTION, Distribute Prizes (optional) 7. Discuss and Reflect a. Distribute Adult Learner Self-Assessment AGAIN (Complete Instructor Assessment at the same time noting coaching requests) b. Discuss, with all adult learners, problems they may have encountered and how they resolved them or if they need further assistance. c. Prompt adult learners to be thinking about Windows 7 skills required to support employment, academic and personal use. d. Ask adult learners about their experience today. If uncomfortable sharing aloud, have them write down at least one statement or question before leaving the lab. Class Session 1: Independent Study Support (6+ hours) As needed, instructor available for student questions via school email or phone messaging system.

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Assessment (Measurement) of Learning

Grading Plan (Revised): In the Career Enhancement courses, we do not use a traditional grading system. However, within the longer classes, (24-hour and longer), we provide point totals to encourage review and feedback. For this lesson, the grading plan has been revised with the total points available delineated as follows:

Formative Assessments (Self-Assessments, See Pages 18-19)

Performance Based Assessments, (Driving, Teaching, 3 Race Games with ELL Levels (See Pages 20-24) 50%

Performance Based Rubric with ELL Levels (See Pages 25-27)

Attendance and Participation

20%

20%

10%

Summary of Adult Learner Results: As noted in the summaries on pages 20-24, (actual results in Appendices, starting on page X) a mixture of adult learners were able to demonstrate what they had learnedregardless of the ELL level on April 17, 2014. Marys assistance in the development processparticularly her encouragement to include more imagesand reuse the same image in assessments but change how the image is usedwould encourage adult learners to demonstrate their skills as the assessment process is familiar. Taking time to discuss answers collaboratively would prompt intervention by instructors as needed, rather than having instructors assuming they know where help is needed. Jennifer, Bill and George filled-in the majority of labels in each assessment and used terminology correctly during their discussions. Each advanced at different rates for different reasons. Bill struggled at first due in part to practicing with the left/right mouse buttons, but with his humor carrying him, he was first in describing functions and completed the majority of his individual assessment even with reduce time. Jennifer took the lead in the last team race even though she was the least confident to start and was actually more worried about her education level than her computer literacy. George, our hidden computer expert, wielded the terminology better and matched his terminology prowess with leadership skills even encouraging his classmates by giving them time to answer questions before offering the answer.

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Summary of Adult Learner Feedback:

The feedback throughout the assessments was positive; and better than I had anticipated given that the additional hour of class was added to accommodate the additional types of assessments. In other words, my worry that I was adding too many assessments was unfounded. The adult learners did not seem to get tired of the same image on each of the formative and summative assessments; in fact, they were offering suggestions to gamifying the assessments further. One suggestion was to put images in a box to run up to the class screenin a type of relay race meets pin the tail on the donkey-style game that would build in a little physical exercise while reviewing the terminology. While observing Jennifer, Bill and George working through the second self-assessment, their comments indicated that they recognized they understood how the core tools introduced today would impact them as they use Windows 7 going forward. In addition, they were discussing taking additional courseswhether in our district or as part of further studies. Jennifer, who seemed more concerned about her educational level than her computer literacy was asking questions about whether online classes would give her the feedback that she appreciated today. Considering that they were not all taking ESL classes, it was especially affirming to note that they had not been overwhelmed, frustrated or aggravated with the number of assessments they completed today in such a short timeframe.

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Reflections, Revisions and Future Development

Reflections:

Prior to starting this class, it was important to me to critically review the materials and teaching strategies currently in use for our short-term computer classes and determine whether the methods in materials substantively supported learning for novice computer users, especially those who may be taking ESL courses. In addition, with my experience as an instructional designer, it was equally important to extend the educational partnership approach by inviting ELL adult learners who had recently completed either the Introduction to Computers or Computer Survival Skills courses to help me review the current course materials and ascertain their value. Mary was preparing for upcoming computer-based GED exams and agreed to participate in helping me determine whether I should update, delete or create new materials to support active participation from DLL adult learners attending our short-term computer classes in the future. She felt that by helping me review the course materials, she would be helping herself review what she had just learned. We met in the computer lab located in the Adult Workforce Center, which is across the hallway from her GED classroom, so she could use the computer while we reviewed materials. By meeting in the classroom (computer lab) that she had recently completed instruction in, and remaining fairly close to her GED classmates and instructors, Mary was able to share her experience and gather feedback from her fellow classmates that, in turn, provided additional insight into the revisions and additions we were making together.

Learning Windows 7| 32 Through this collaborative effort, Mary and I determined that: The Windows 7 workbook included considerably more text than images; the handouts used to supplement the workbook lessons were better balanced but needed additional images. Directions in the Windows 7 workbook often included terminology only recently explained or not explained at all. In most cases, the handouts did not include directions because they were developed as job aids. Assessments in the Windows 7 workbook were primarily short answer with the occasional true/false and multiple-choice question no practicum (practical activity) to demonstrate hands-on computer skills. The reading level in the Windows 7 workbook was well within Mary's comfort zone, but she reiterated that without an associated picture, the amount of text, especially jargon, may be too difficult for some adult learners attending the ESL or GED classes. The practicum-style assessments instructors use in class whether summative or formative seemed more fair given that the classes are quite short and not every person can memorize terminology or sequences of steps at the same rate. In addition to the specific changes Mary contributed, she remarked that she was glad we had not used the assessments in the workbook. She preferred the practical style of group and individual assessments to demonstrate what she was learning in the class. She commented that by having the instructor in the back of the classroom she felt less nervous using her computer while learning something new because she knew she could count on immediate feedback. And finally, despite my concern, Mary emphasized that even though she's learning a new language

Learning Windows 7| 33 she felt that the performance-based assessments, especially the races we would complete together, not only added an element of fun but gave her the same sense of urgency she feels when working with her supervisor or coworkers. She definitely preferred racing against fellow classmates instead of racing against the clock, but she definitely surprised me by saying that she felt she learned more when she was under a little bit of pressure. Based on Mary's feedback, and given that instructors teaching the short-term computer classes rarely, if ever, have results from any form of assessment related to our adult learners' English language skills it seemed necessary to consider creating multiple versions reflecting the varying levels of English language proficiency outlined in our class. In addition, it also appeared to be necessary that the assessments be more hands-on paper-based. This would give people, who are not yet comfortable with the terminology, an opportunity to demonstrate that they understand a function or process even if they are unable to remember the specific terminology. Not only was this support a wider range of English language proficiency levels, this would also help individuals who may be self-taught, and unaware of the terminology, to build their confidence using the computer as they begin to remember more of the terms. In short, by designing new assessments blending Marys feedback in addition to my teaching experiences provided me an opportunity to: Affirm that the standards align with learning outcomes, Verify that adult learners also participating in ESL, GED, ABE/ABLE classes will have alternative assessments available to make sure they can demonstrate what they know even if at different English language levels,

Learning Windows 7| 34 Support and promote English language learning by incorporating assessments where adult learners complete more think aloud activities giving instructors the chance to provide feedback as needed, Provide assessments that track progress and identify gaps to support remedial learning support when needed, Affirm that assessments support a supportive and respectful learning environment for all adult learners regardless of their cultural background, English language proficiency or physical abilities.

Revisions: Currently, revisions to the remaining seven lessons are underway. Confirming that assessments are available for ELLs actually benefits all learners. While people may assume that people of a particular age, computer background or education automatically can use computers effectively, research supports my experiencemost individuals need effective software skills training to support their ongoing professional, educational and personal computer-based projects and daily living activities.

Future Development: The paper-based assessment tools used currently will be used to develop computer-based assessments. While it is not the intention to replace all paper-based assessments at this time, having the computer-based assessments may go further in supporting individuals who learn the processes before the terminology. Additional development efforts will continue to include volunteer adult learner partners as their feedback continues to be invaluable.

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References
Gottlieb, M. (2006). Assessing English Language Learners. Thousand Oaks, CA: Corwin Press. Hoover, J. (2009). Differentiating learning differences from disabilities: Meeting diverse needs through multi-tiered response to intervention. Upper Saddle River, NJ: Pearson. Morison, G. and Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st century. Boston: Pearson. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, Vol. 9 No. 5. NCB University Press. Retrieved April 2014 from: http://www.nnstoy.org/download/technology/Digital%20Natives%20%20Digital%20Immigrants.pdf Tovani, C. (2011). So what do they really know? Assessment that informs teaching and learning. Portland, ME: Stenhouse Publishers.