ID Brief for Final Project -IST 526

Title or Topic of the Module/Lesson: ILR Familiarization for the Reading Skill

Date this Design Created/Modified : / /2018

Designer’s Name: Luay Askar

Time : 10 minutes Commented [1]: Your IST526 Final Project ID Brief is

looking good, Luay. The description is clear and the
objectives are measurable.
General Overview/Needs :
The project should take just 10 minutes, so perhaps
Language proficiency is measure by the Interagency Language Roundtable (ILR) you might consider dropping one of the objectives, in
case the first two take about ten minutes.

descriptors for each of the four language skills (reading, listening, speaking and writing).

Assessors and language teachers should be familiar with these descriptors in order to select level

appropriate material for teaching, assessing and testing. Diagnostic Assessment (DA)is one of

the main tools that educators use to assess and follow the progress of language learning, and this

tool requires having knowledge and master the ILR in order to perform DA. All DA interviews

start with the reading skill; thus, this module will familiarize the learner with the ILR of the

reading skill.

Why a computer should teach it:

Using the computer is one of the most available tools to convey any training or learning

instruction. As all instructors at DLI are provided with Macbook computer and have access to

internet, instruction and training are going to be online using their computers.

Audience/Learners:

The target audience are instructors and faculty members of the DLI. Data collected from

learners’ analysis was provided from four sources; from the direct supervisors through their class

observations and from follow-up checks of teachers’ performance. The other source are direct

interviews (sensing sessions) conducted by the academic specialist and the dean with the

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teachers. The third source is the questionnaire survey given to the teachers by the end of the DA

certification course (retrospective data collection). The last source is a questionnaire I conducted

recently through Survey Monkey.

Technical:

This training requires computer and internet access.

Conditions of Instruction:

There are no special consideration or conditions, the trainees will be able to access the

training from their personal computers. There will be no timing and the trainees can take the

training at their pace and can be repeated as required.

Learning Objectives:

1. Using ILR descriptors provided, learners will be able to apply the different

descriptors for the reading skill level 1, 2, and 3 to its appropriate level with 100%

accuracy.

2. Learners will be able to demonstrate knowledge of the different ILR levels by

assigning provided reading passages to an appropriate level with 85% accuracy.

Task Analysis:

The main objectives are related to the ILR descriptors for the reading skill, so the tasks

include; what are the different descriptors for each ILR level, and how to implement these

descriptors for passage rating.

1. Knowing the ILR descriptors for the different ILR levels for the reading skill

a) Introduction will be provided for level 1 reading description according to ILR.

b) Providing one level 1 reading sample

c) Introduction will be provided for level 2 reading description according to ILR.

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 d) Providing one level 2 reading sample

e) Introduction will be provided for level 3 reading description according to ILR.

f) Providing one level 3 reading sample

g) The learner will take a quiz where a descriptor will be provided and the

learner has to select the appropriate level. The quiz will include six questions

to cover the three levels (two for each level).

h) Automatic feedback will be provided for incorrect answers.

2. Applying the different levels for ILR reading descriptors to rate reading passages.

a) Learners will read a Target language authentic passage (Arabic) provided and

is asked to assign a rating to that passage

b) Learners will be provided with six different reading passages and are asked to

select from a Multiple-Choice Format questions the appropriate level.

c) Automatic feedback will be provided for incorrect answers.

3. After completing the above tasks, the learners will be able to view their scores.

The scores will give the learners an idea about their understanding and application

of the ILR and at the same time give the trainer an idea about achieving the

objectives.

Assessment:

During the training, the trainees will have different forms of activities that they require to

submit in order to get feedback. The assessment is more informal and the activities used are

more of a formative assessment than a summative assessment, as it “identify misconceptions,

struggles, and learning gaps along the way and assess how to close those gaps. It includes

effective tools for helping to shape learning, and can even bolster students’ abilities to take

ownership of their learning when they understand that the goal is to improve learning, not apply

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final marks (Trumbull and Lash, 2013).” The activities allow the learner to identify the level-

appropriate descriptors. In addition, the learners would be able to assign each reading passage

provided with the appropriate level. The assessment tools used in this training are in the form of

Multiple-choice questions or choose from the list.

Instructional Strategies

This training module follows the basics of the ADDIE model design, the analysis is

performed for both the organization and learners(teachers). The design of the main Diagnostic

Assessment training module consists of different sections; this module presents the ILR

descriptors for reading skill and activities related to them like selecting for list and Multiple-

Choice questions and to assign level for passages. Some of the material used to develop this

training is adapted from previous ILR training and from training designed for DA certification.

The adapted material is modified for online training purposes.

The adult learning theory implemented in the design follows more of cognitivism theory,

and thus the instructional theory that is more applicable is the Nine Events of Gagné. The on-

screen agent will attract attention of the learners to the subject. This is followed by the providing

the objectives through defining the ILR scales and their use followed by the stimulation of the

prior knowledge through presenting the descriptors. Then examples will be provided to enhance

learning and provide guidance, after which the learners will practice and elicit performance. The

last events will be providing feedback to the learner as well as assessment. As for the ninth event

(enhance retention and transfer) it is not applicable for this training. Below is a schematic

presentation.

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 • The on-screen agent will attract
attention of the learners to the
subject
gain attention

• through defining the ILR scales

show objectives

• stimulation of the prior knowledge

through presenting the
descriptors
stimulate recall

• examples will be provided

present material

• examples will provide guidance

provide guidance

• learners will practice and elicit

performance
elicit performance

• automatic feedback will be

provided about the
provide feedback learners'performance

• assessment will be in the form of

assess MCQ and select from list
performance

• is not applicable for this training

enhance retention
and transfer
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Media Resources
Information about ILR is adapted from http://govtilr.org/

The passages are collected from https://aawsat.com/ for which we have a permission to use

material at DLI for educational and training purposes.

References:

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from

learning theory and measurement theory. San Francisco: WestEd.