REJOINDER GUIDELINES: WORLD LANGUAGES REJOINDER USE AND STRATEGY
REJOINDER: This is any kind of feedback or linking associated with an activity. All activities will have a rejoinder of some kind. There are four categories of rejoinders listed below.
General guidelines:
- For 2018 titles, only activity level hints are needed due to time constraints. If you have already created item level hints, that is ok, but be consistent.
- For 2019 titles, you can use activity and item level hints as needed, but be consistent.
- A model should be part of each activity when possible in order to help students make fewer errors on the first attempt. Only some activity types do not require models: TF and MC. But keep in mind that some MC and other activity types may benefit from models.
- Currently, hints are only text based, but we have asked to be able to add images and links.
- Each activity will have two kinds of hint rejoinders possible. You can utilize both in the same activity or use only one type of rejoinder.
- Activity level hint: Can be used when it is appropriate to give a single rejoinder for all items in the activity. Can be used in conjunction with the item level rejoinder to give more general feedback that is then followed up item by item with item level rejoinders. Activity level hints are available to students at any point via a clickable button. They do not have to attempt the activity to view the activity level hint.
- Item level hint: Can be utilized when it is necessary to give more specific feedback or hints for each item in the activity. These will only show to the students in the feedback they receive after the second attempt and will continue to show for any subsequent attempts.
- Answers: Answers provided to the student can be simply or can include an explanation. Keep the explanation short and to the point, but students benefit greatly from being told the "why" and not just an answer.
- All auto-graded grammar activities that have at least four options/items to pick from must have some kind of a hint to support student learning. This can be item level, activity level or both levels in the same activity. Since students will have three attempts as default, any activity that has three or fewer choices/items will not include hints.
- Vocabulary activities will not have any rejoinders due to the nature of the activities in that area.
- Keep hints simple and to the point. We do not want to give the answer away, but instead want to help students "think through" the concept or item.
- After first attempt: Students will receive notification of right and wrong answers.
- After second attempt: Students will receive notification of right and wrong answers and wrong answers and will also include a hint to support students on their final attempt (keep in mind that vocabulary activities will not have hints).
- Final attempt and any subsequent attempts: Students will receive notification of right and wrong answers and wrong answers will include the hint and the correct answer.
***** If an instructor decides to only allow two attempts, the student will receive the hint and answer after the second attempt and any subsequent attempts. This means that students will only be able to make use of the hints if the instructor allows the default three attempts or more than three attempts.
REJOINDER TYPES NEEDED FOR EACH ACTIVITY:
1- Correlation to content: All activities will have to be correlated to a presentation or chapter section associated with that activity. This may be done by an author or content provider.
2- Correlation to support resources:This will include any available resource that might be of use to the student while completing the activity. Keep in mind that with our new eBook format, students will be completing activities with the appropriate vocabulary or grammar presentation available on the same page. We will not have to link to those items since students will have instant access in the same view. On the other hand, there are times when vocabulary is being used in context within a grammar activity and it would help students to have links to relevant vocabulary presentations and practice resources.
1- Correlation to content: All activities will have to be correlated to a presentation or chapter section associated with that activity. This may be done by an author or content provider.
2- Correlation to support resources:This will include any available resource that might be of use to the student while completing the activity. Keep in mind that with our new eBook format, students will be completing activities with the appropriate vocabulary or grammar presentation available on the same page. We will not have to link to those items since students will have instant access in the same view. On the other hand, there are times when vocabulary is being used in context within a grammar activity and it would help students to have links to relevant vocabulary presentations and practice resources.
- RULE: All activities should have links to relevant resources. Even instructor graded activities should have links to resources that will help students beyond instructor feedback. Resource types may include, but are not limited to:
- Charts or images when appropriate.
- Grammar video tutorial(s)
- Grammar presentation(s)
- Vocabulary lists at the end of the chapter (if the activity mixes vocabulary from numerous vocabulary sections)
- Vocabulary audio flashcards
- Vocabulary presentation(s)