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Overview For the final project, you will work individually (for M.Ed. students) or as a group (for undergraduate students) and position yourself as classroom teachers to design a 10-question survey for your emergent bilingual (EB) students so that you could collect information from them to better address their interests, needs, and goals. This assignment is meant to help you synthesize what we have learned in this course. Basically, you/your group will need to connect each question with one or two readings from the quarter. For each question, you/your group will decide whether you want it to be closed-ended or open-ended. Closed-ended questions will be easier for the student to answer and will provide more comparable answers across the group. Open-ended questions give students a chance to raise issues you might not have thought of. Your final questionnaire should be a mix of open-ended and closed-ended questions. Each question is followed by a rationale (approximately 250 words) that explains what information you are collecting from this question, why you think the information is important to collect, and how you will use the information to facilitate teaching and learning. You will conclude the assignment by writing an explanation (approximately 250 words) of the procedures by which you envision administering this survey. For example, who is your target student population (grade, English proficiency level)? When do you plan to have EB students fill out the survey (the first day of school so that you can collect information as soon as possible? wait until the students feel more comfortable?) What if the students do not understand the questions? Do you want them to fill out part of the survey with their parents/guardians? Use course readings to justify why you plan to conduct the survey in certain ways. Common Q&A 1. Can I use videos that we watched in class to justify my rationale for question design? Yes. “course readings” include the media resources that we use in class. However, no slides should be cited. Slides are my synthesis of the course readings and you should cite the original source instead of my interpretation. 2. Do I need to include a separate list of questions as if we are giving out the survey to the students? No. Each question followed by the rationale plus the administration paragraph will work. 3. If I work with others, should we all turn in the final project, or just one of us will turn in? To receive grades, all of you should turn in the final project, although they are the same document. 4. If I work with others, how would you know whether we contributed equally to this project? If you work with others, you will turn in a peer evaluation form where you would grade on the contributions of your group members (including yourself). To turn in the evaluation form, you have two options. You can turn in the form on its own to where you submit the final project. On Canvas, you can add multiple files in one assignment. Or, you can copy the peer evaluation form and paste it at the end of your final project. Download the peer evaluation form here: BEDUC 441_Final project peer evaluation form.docx ACTIONS 5. Can I form a group of more than 3 people? I have people that I really want to work with! Unfortunately, no. Having more than three people in the same group will be too much distribution of work and be unfair to people who choose to work in pairs or on their own. If you have 4 or 5 people you want to work with, you can split into two groups. 6. Can I send the questions to you for feedback before I submit them? Yes. However, you should share the questions with me at least 10 days before the deadline so that I have time to read them and provide feedback, and you have time to revise. Please see an example completed by former students below. Requirements: .doc file
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