Ongoing Oral Assessment Guidelines for levels 1-12

Transcription

“A TEACHER AFFECTS ETERNITY:
HE CAN NEVER TELL
WHERE HIS INFLUENCE STOPS.”
HENRY ADAMS
“IT IS NOT WHAT IS POURED INTO
A STUDENT THAT COUNTS BUT
WHAT IS PLANTED.”
LINDA CONWAY
This manual provides all the information teachers need in order to
successfully teach the twelve PDU levels. It is very important that teachers
follow all procedures carefully so that all Proulex sites work at the same pace
and apply the same criteria. New teachers need to read this manual, read the
introduction in the Teacher Book, and take the induction quiz to be eligible to
teach the PDU program.
Manual PDU. Proulex Diploma Universitario / Inglés
Contents
THEORETICAL REVIEW
1
Learner Needs and Eclecticism
1
Materials Syllabus
1
Postmetod
1
Language proficiency
2
PHILOSOPHY OF THE INSTITUTION
3
GOAL OF THE PROGRAM
4
Specific Objectives
2
STUDENT PROFILE
4
TEACHER ROLES
5
THE IMPORTANCE OF UNIFYING THE TEACHING CRITERIA
6
COURSEBOOK APPROACH
6
MAP OF THE PDU COURSE AND THE COURSEBOOK
6
COURSEBOOK COMPONENTS
7
PDU COURSE X-RAY
7
Intensive course 7
Saturday course 7
PDU GRADING CRITERIA TABLE
9
THE IMPORTANCE OF UNIFYING PROCEDURAL CRITERIA
10
FIRST DAY OF A COURSE
10
ADMINISTRATION OF EXAMS
10
Before
10
While
11
After
11
MAKE-UP EXAMS
12
PORTFOLIO GUIDELINES FOR PDU LEVELS
12
ONGOING ORAL ASSESSMENT GUIDELINES FOR LEVELS 1-12
14
EVALUACIÓN CONTINUA DE LA EXPRESIÓN ORAL PARA LOS NIVELES 1-3
16
ONGOING ORAL ASSESSMENT CHECKLIST FOR LEVELS 4-12
16
LEVELS 10-12 ORAL ASSESSMENTS
17
TOPIC FORM GUIDELINES FOR LEVELS 10-12
17
GUIDELINES TO PREPARE FOR GESE (TRINITY COLLEGE LONDON)
17
Useful and Basic Advice
18
Ideas to Practice in Class
18
Recommendations When Taking the GESSE Exam
19
Don’ts During the Exam
19
PASSING AND FAILING STUDENTS
20
VIDEO AND ACTIVEBOOK
20
PHOTOCOPYING POLICY
20
HOMEWORK
21
KEY FOR RECORDING GRADES ON THE ATTENDANCE LIST
21
INTENSIVE COURSE TIME DISTRIBUTION
21
20 two-hour sessions for Levels 1, 2 and 3
21
20 two-hour sessions for Levels 4 to 9
22
20 two-hour sessions for Levels 10 to 12
23
SATURDAY COURSE TIME DISTRIBUTION
24
8 five-hour sessions for Levels 1, 2 and 3
24
8 five-hour sessions for Levels 4 to 9
25
8 five-hour sessions for Levels 10 to 12
26
CORRECTION SYMBOLS FOR PORTFOLIOS
27
Theoretical review
Scholars´ contributions to language teaching-learning throughout time have influenced Proulex´s
fundamental nature. The following quotes support our viewpoint of language, language use
and language teaching-learning in relation to learner needs and eclecticism, materials syllabus,
postmethod, and language proficiency.
LEARNER NEEDS AND ECLECTICISM
Alice Hadley Omaggio (1986, p. 119) in Chapter 3 “On Teaching a Language: Principles and
Priorities in Methodology” addresses learner needs and describes eclecticism as follows:
“As we realize that learning is an extremely complex process and that learners are individuals
with different personalities, styles, and preferences, we have begun to look for a multiplicity
of ways to respond to the challenge of teaching. Eclecticism, however, needs to be principled if
instruction is to be effective, and techniques and activities need to be chosen intelligently to
relate to specific program objectives (Richards and Rodgers 1986).”
MATERIALS SYLLABUS
When the materials in use constitute curriculum and syllabus, Dubin, & Olshtain (1986, pp.32-33)
point out it is essential to consider the following five elements:
1.
Awareness of the educational and linguistic orientations the commercial textbooks contain.
2.
Adaptation of the educational and linguistic orientations to the timeframe. The scope and sequence charts indicate the linguistic elements.
3.
Cultural adaptations. Contrasting TL with L2’s similarities and differences.
4.
Goals are being reached in terms of examinations, higher levels of education or higher levels in the language program.
5.
Adaptations to fit local attitudes toward language learning.
In addition, Hutchinson & Waters (1987, p.81) agree that adaptation of teaching materials to the
context is essential for motivation and thus triggers language learning. They state, “In writing
materials, the author adds yet more assumptions about the nature of language, language learning
and language use. The author decides the contexts in which the language will appear, the relative
weightings and integration of skills, the number and types of exercises to be spent on any aspect
of language, the degree of recycling or revision. These can all have their effect on whether and
how well something is learnt. For example, if certain vocabulary items are presented in texts which
appeal to the learners, they are more likely to be remembered, because the learners’ attention will
be more involved.”
POSTMETHOD
Kumaravadivelu (2006) talks about the teacher as a researcher and writes, “Any actual postmethod
pedagogy has to be constructed by the classroom teacher. The pedagogic frameworks offer certain
options and certain operating principles. Based on them, and on their own attempt to theorize
what they practice and to practice what they theorize, practicing teachers may be able to develop
their own location-specific postmethod pedagogies.” (p. 213)
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‘Macrostrategies’ is the postmethod developed by Kumaravadivelu and is constituted by the next
10 general plans derived from theoretical, empirical, and pedagogic knowledge related to L2
learning and teaching:
1.
Maximize learning opportunities; (ongoing feedback)
2.
facilitate negotiated interaction; (purposeful communication)
3.
minimize perceptual mismatches (teacher intention-learner interpretation)
4.
activate intuitive heuristics (inductively)
5.
foster language awareness (deliberate attempt to draw attention to formal properties of L2)
6.
contextualize linguistic input;
7.
integrate language skills;
8.
promote learner autonomy;
9.
ensure social relevance; and
10. raise cultural consciousness.” (pp. 201-208)
Finally, he cites Johnston (2003) who puts the teacher-student relationship at the core of language
teaching and adds, “They (the aforementioned works) all go beyond the methods fetish to
explore the professional life of language teachers, and in the process, help us understand teachers
as individuals who are self-directing, self-determining, and self-motivating. They also provide
compelling arguments for putting teachers, rather than anybody else, at the center of educational
change.” (p. 223)
LANGUAGE PROFICIENCY
Independent User
Proficient User
The Common European Framework of Reference is without a doubt the broadest descriptor that
measures language proficiency. The global scale of the common reference levels is synthesized in
the chard below.
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C2
Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very
fluently and precisely, differentiating finer shades of meaning even in more complex
situations.
C1
Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social,
academic and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns, connectors
and cohesive devices.
B2
Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can interact
with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party. Can produce clear, detailed
text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
B1
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to
arise whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics, which are familiar, or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
Basic User
A2
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring
a simple and direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate environment and
matters in areas of immediate need.
A1
Can understand and use familiar everyday expressions and very basic phrases aimed
at the satisfaction of needs of a concrete type. Can introduce him/herself and others
and can ask and answer questions about personal details such as where he/she lives,
people he/she knows and things he/she has. Can interact in a simple way provided
the other person talks slowly and clearly and is prepared to help.
References
Common European framework of reference for languages (2002). Strasbourg Cedex: Council of
Europe Pub./Éditions du Conseil de l’Europe.
Dubin, F., & Olshtain, E. (1986). Course design: developing programs and materials for
language learning. Cambridge [Cambridgeshire: Cambridge University Press.
Hadley, A. O. (1986). Teaching language in context: proficiency-oriented instruction. Boston,
Mass.: Heinle & Heinle.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: a learning-centred approach.
Cambridge [Cambridgeshire: Cambridge University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod.
Mahwah, N.J.: Lawrence Erlbaum Associates.
Philosophy of the institution
The educational philosophy of PROULEX consists of the following:
•
Learning a foreign language is a process where all students are to be considered different and, as a consequence, they must be helped differently according to their needs, personalities, learning styles and multiple intelligences (the ability to understand the world).
•
Teaching English as a foreign language requires special attention as opposed to teaching it as a second language due to the fact that the EFL students have fewer opportunities to speak and write the target language outside the school.
•
Communicating in the target language within the classroom provides more opportunities for the students to be in touch with the target language in a non-English speaking country.
•
The use of the mother tongue is not a means of teaching a foreign language at PROULEX. It must be seen as a tool instead of as an easy shortcut to solve specific language conflicts in the classroom.
•
The educational background of our students is usually teacher-centered while in this institution the intention is to implement a more student-centered learning environment in which the students reflect rather than memorize, and are responsible for their own progress with the supervision or guidance of the language teacher.
•
Preparing students for taking tests is not the main goal of this institution. Instead, students are to be trained linguistically to cope with situations where language is the most important tool for successful communication. Therefore, quizzes and final exams have 3 sections: social language, vocabulary, grammar, and each language skill is also assessed.
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Goal of the program
To instruct adults and young adults to communicate effectively in English with native and nonnative speakers at a B1 level within real life situations.
SPECIFIC OBJECTIVES:
1. To use English as the means to communicate with native and non-native speakers of English.
2.
To consider of learners’ needs, styles and multiple intelligences.
3.
To make use of L1 as a tool only when absolutely necessary.
4.
To employ an approach where instruction is student-centered (inductive).
5. To develop learning strategies: critical thinking skills (predicting, interring, contrasting, etc.).
6.
To develop communicative strategies: purposeful language fuctions (agreeing, requesting, describing, addressing, etc.)
7.
To develop learner awareness (cultural fluency) of the socio-cultural aspects of language in context.
8. To connect learners to the real world by integrating the linguistic skills and socio-cultural fluency.
9.
To provide learners with thorough pronunciation support and practice.
10. To incorporate into instruction purposeful virtual tasks.
Student profile
Many students decide to enroll in Level 1 even though they have been exposed to some English
in the past. Others, decide to take a placement test but end up being placed in Level 1 because
they are weak in the speaking and listening skills. It is crucial to take into consideration that even
though Levels 1 and 2 were designed for true beginners, false beginners should not be left out.
In general, teaching level 1 is perceived as the easiest level of all; nevertheless, it is a challenging
level considering the fact that it is the students’ first impression of the teacher and of Proulex. This
first experience in learning a language will be vital for students to decide if they want to continue
at Proulex, or even studying a language. Teachers must motivate and encourage students to use
the target language since day one so as to engage in the Proulex ambiance.
Proulex teachers are not expected to pass students just for the sake of it, or because they have a
scholarship. This means that teachers must plan their classes considering students’ needs, learning
styles and intelligences to help weak students succeed, but if in the end students have to repeat
a level, explain that they will benefit from repeating the level.
The minimum age requirement for students to enroll in the PDU course is 15 years and/or have
graduated from junior high school. Students that attend classes at both ends of the day and on
Saturdays are usually employees. University and high school students study throughout the day
as their school schedule permits. It’s more common to find full time mothers attending class midmorning while their children are at school or on Saturdays while their children are taking Proulex
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children/juniors classes. At sites within a campus, most are university or high school students. Sites
off campus tend to have more English students from the community where they are located. On
Saturdays a lot of students come from nearby towns, too.
A great number of students have weak writing skill in L1 and this is transferred to L2 which turns
into a challenge for teachers and students.
Teacher roles
Here are some roles teachers often play in the classroom.
Role
The Teacher
1. Planner
prepares and thinks through the lesson in detail before teaching it so that it has
variety and there are appropriate activities for the different learners in the class.
2. Informer
gives the learners detailed information about the language or about an activity.
3. Manager
organizes the learning space, makes sure everything in the classroom is running
smoothly and sets rules and routines (i.e. things which are done regularly) for
behavior.
4. Monitor
goes around the class during individual, pair and group work activities, checking
learning.
5. Involver
makes sure all the learners are taking part in the activities.
6. Parent/Friend comforts learners when they are upset or unhappy.
7. Diagnostician is able to recognize the cause of learners’ difficulties.
8. Resource
can be used by learners for help and advice.
9. Invigilator
watches examination candidates to prevent cheating.
Resource
The Teaching Knowledge Test Course by University of Cambridge ESOL Examinations
Here are some roles teachers often have in the institution.
Role
The Teacher
1. Educator
takes teaching as a career rather than a job.
2. Professional
draws a line between personal and work issues, and is ethical.
3. Administrator controls and maximizes time, exams and results.
4. Assistant
follows institution rules and keeps communication flowing with academic
coordinators.
5. Coworker
can relate, respect and help peers.
6. Promoter
provides students with information about all Proulex programs.
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The importance of unifying the teaching criteria
By unifying the teaching standards there is a greater probability that the students’ exit level at the
end of each monthly course will be basically the same.
•
As a result of a unified way of teaching, we can, therefore, state that a standardized assessing system can yield valid and reliable results of the students’ performance.
•
In order to have standardized teaching, the teacher must cover the information in the time distribution chart and the assessment system.
•
Teachers must be aware that by including “additional” activities of their own, especially if they’re time-consuming or non-communicative grammar-oriented tasks, they won’t be taking full advantage of the coursebook and peripheral components. Instead, teachers must be advised to exploit the options and challenges provided in the series, play with the sequencing of the activities or adapt them to the students’ needs, preferences or intelligences. All teachers must be aware that the main focus is on communication (production of language) than on grammar instruction.
Coursebook approach
•
Communicative English course for adults and young adults designed thinking in the needs of true beginners.
•
Essential model conversations that make key professional, social and travel language memorable and easy to personalize.
•
Cumulative vocabulary activities reinforce vocabulary meaning throughout the course through critical thinking and application of practical learning strategies.
•
Thorough attention to pronunciation.
•
Wide array of learning strategies and activities that promote critical thinking.
•
Authentic and refreshing content that connects students to the real world.
Map of the PDU course and the coursebook
The coursebook series is divided into 2 parts: Top Notch and Summit. Top Notch covers PDU
levels 1-9 and Summit levels 10-12.
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Course Components
•
Teacher’s Edition and Lesson Planner (Interleaved) with ActiveTeach
•
Audio Programs (CD’s)
•
Top Notch for Proulex student’s book per level (Levels 1-9) and Summit for Proulex student’s book per level (levels 10-12) with ActiveBook (interactive exercises, MP3 audios and handouts), workbook, video worksheets and course planner
•
Copy and Go booklet (ready-made interactive activities for busy teachers) with role plays, information-gap activities, story-building activities, collaborative crosswords, board games, card games, find someone who activities…
•
DVD video (Top Notch TV and Summit TV) that is located on the ActiveTeach CD.
•
Exams (quizzes, assessments and final exams)
•
Placement Test
The teacher book begins with a unit walk-through followed by the series components. All of these
sections plus the methodology section are of extreme relevance to be read before starting to teach
any of the twelve levels.
The interleaved teacher book contains plenty of useful tips and information like language notes,
culture notes, and expansion activities, among others, regarding each activity, lesson or unit.
It is important that the lesson plans be examined instead of altering the sequence or content
without trying them out first. Overlooking such important information will cause less than
standard teaching which in turn can lead to inconsistent classroom instruction and, as a result, to
heterogeneous student exit profiles.
PDU course X-ray
INTENSIVE COURSE
20 days
2 hours each day from Monday to Friday
with a 10 minute break before the top of each hour
SATURDAY COURSE
8 days,
5 hours each Saturday
with several breaks).
The grammar booster in levels 1-3 (Top Notch Fundamentals) is extra practice of what has been
covered in the student book and therefore could be used in class, assigned for homework, assigned
to learners that want or need more practice, etc.
The grammar booster in levels 4-12 is optional. It is not required for the tests because it extends the
grammar point, this is, it includes different features from those in the student book.
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Proulex
Level
CEFR
Level
Top Notch for Proulex Units
1
A1
Welcome Unit to Unit 4 Unit
Vocabulary Booster
Grammar Booster (Extra practice)
2
A1
Unit 5 to Unit 9
Vocabulary Booster
3
A1
Unit 10 to Unit 14
Vocabulary Booster
4
A1-A2
Unit 1 to Unit 5
Grammar Booster (expands grammar and is optional)
Writing Booster (not optional)
5
A2
Unit 6 to Unit 10
Grammar Booster (expands grammar and is optional)
6
A2
Unit 1 to Unit 5
Grammar Booster (optional and not tested)
7
A2-B1
Unit 6 to Unit 10
8
B1
Unit 1 to Unit 5
9
B1
Unit 6 to Unit 10
10
B1-B2
Unit 1 to Unit 4
Pronunciation Booster (not optional)
11
B1-B2
Unit 5 to unit 7
12
B1-B2
Unit 8 to Unit 10
8
Top Notch Book
and Units
GESE 6
preparation
NO
Top Notch
Fundamentals
14 Units
NO
NO
Top Notch 1
10 Units
NO
NO
Top Notch 2
10 Units
NO
NO
Top Notch 3
10 Units
NO
NO
YES
Summit 1
10 Units
YES
YES
PDU grading criteria table
TEST
Level 1
Level 2
Level 3
Units Covered
Score
Grade Point
Value %
Time Limit
Quiz 1
Welcome
and 1
5
10
25
10%
30 minutes
Quiz 2
2
6
11
25
10%
30 minutes
Quiz 3
3
7
12
25
10%
30 minutes
Final Exam
(includes assessment of
listening & reading)
Welcome
unit-4
5-9
10-14
60
60%
50 minutes
Ongoing Oral
Assessment
Welcome
unit-4
5-9
10-14
10
10%
Continuous
Total
100%
2.5 hours
Score
Grade Point
Value %
Time Limit
Passing score 80%
TEST
Levels 4, 6, 8,
Levels 5, 7, 9,
Units Covered
Quiz 1
1
6
25
10%
30 minutes
Quiz 2
2-½3
7-½8
25
10%
30 minutes
Quiz 3
3½-4
8½-9
25
10%
30 minutes
Writing Assessment
1-4
6-9
10
10%
30 minutes
Portfolio
1-4
6-9
5
5%
Continuous
Final Exam
1-5
6-10
50
35%
50 minutes
Formal Oral Assessment
1-5
6-10
10
10%
50 minutes
Ongoing Oral
Assessment
1-5
6-10
10
10%
Continuous
Total
100%
4 hours
Score
Grade Point
Value %
Time Limit
Passing score 80%
TEST
Level 10
Level 11
Level 12
Units Covered
Quiz 1
1
5
8
25
10%
30 minutes
Quiz 2
2
6
9
25
10%
30 minutes
Quiz 3
3
7
10
25
10%
30 minutes
Writing Assessment
1-4
5-7
8-10
10
10%
30 minutes
Portfolio
1-4
5-7
8-10
5
5%
Continuous
Final Exam
1-4
5-7
8-10
50
35%
50 minutes
Formal Oral Assessment
1-4
5-7
8-10
10
10%
50 minutes
Ongoing Oral
Assessment
1-4
5-7
8-10
10
10%
Continuous
Total
100%
4 hours
Passing score 80%
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In the Score column, there are items that are worth anywhere between .5 to 2 points depending on
the difficulty of the task. The writing assessments evaluate complete correct use of the language,
according to the level, and following the analytical scales for writing (see Writing Assessment
Answer Key). The quizzes and final exam evaluate social language, vocabulary and grammar from
the text in a variety of test item response types. The final exam includes information from the
3 quizzes plus the information that was not covered in those quizzes. The reading and listening
assessments are integrated into the final exam. The oral assessments are administered in pairs
in levels 4-9 at 4 minutes per pair and individually in levels 10-12 at 5 minutes per individual.
Teachers need to organize their time accordingly. Time limits are to be strictly adhered to.
Notes
Levels 1, 2 & 3 are receptive levels, and 3 out of 4 lessons per unit are controlled practice.
Therefore, there are no formal speaking or writing assessments. However, the final exams
include writing tasks at a sentence level, a listening section and a reading section. Students
do need to do writing portfolios, even though there are no points assigned to portfolios in
levels 1-3. There are points assigned for the ongoing oral assessments. Please remember that
all four skills must be practiced in class and should work as preparation for level 4 and on.
The importance of unifying procedural criteria
By unifying the procedures at all venues, students that move to a different site execute a course
under the same conditions as any other site. The following sections illustrate the procedures.
First day of a course
It is essential to create rapport by introducing yourself, asking questions (e.g. What do you expect
from this class or why do you study English? Why did you choose Proulex, etc.) to start identifying
learning needs, styles and intelligences.
Teachers must always explain the grading criteria within the first 3 days of class in the intensive
course and the first 2 days of class in the Saturday course. There is a course planner at the
beginning of the student’s book for students to fill out every level because there will always be
new students entering our programs through a placement test. Help students fill it out with
important dates like exam dates, international examination dates, exam scores, homework, etc.
Administration of exams
BEFORE
•
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Request quizzes from the office before the class begins or at the time designated by your coordinator. Be in the classroom when it is time to start. Collect CD player, materials or exams before it is time to start the class. It is inappropriate for teachers to leave the Manual PDU. Proulex Diploma Universitario / Inglés
classroom in the middle of the class because s/he arrived late or forgot something in the office or wants to consult the content of the exam.
•
Administer quizzes, assessments and final exams before a break or before the end of the class. Each answer key for quizzes, assessments and final exams has the grading criteria that must be followed in order to standardize the marking.
•
Fix the seating arrangement in a traditional classroom seating arrangement. This seating arrangement is set up with the desks in rows, the teacher’s desk or table somewhere in front of the room, and student desks moved far enough apart to prevent easy wandering of eyes during tests. This arrangement is probably the best for preventing cheating on traditional testing days. Students must put everything away and stored in a designated place (books, notebooks, cell phones, etc.) except for pencils and erasers. Cell phones must be turned off and put away.
•
Instruct students to hand in the exam and the answer sheet before leaving the room. If the class is over, tell them to look at the board for homework before they leave. If the class is going to continue, tell them to keep silence and return after the break.
WHILE
•
Quizzes & assessments (writing, reading, and listening) must not last more than half an hour. Administer the quiz or assessment 30 minutes before a break or before the class ends. On Saturdays when more than one exam has to be administered, give an exam before a break and the other before another break or before the class ends (Saturday classes end at 2 pm and 8 pm).
•
The instructions are self explanatory. Do not spend time reading instructions aloud. Instead, clarify doubts about them.
•
Play the proctor role. Take this role rather than marking exams, reading a book, newspaper or magazine, planning a class, text messaging, etc.
•
If students finish the exam before the time is up, they must leave the room. However, you are expected to stay in your classroom or the school grounds until the class time is over. Do not mark exams in front of students during exam time or class time. Do not hand out results the same day (except for the last day of a course).
•
Mark the exams of the first 3 students that finish. Those marked answer sheets serve as answer keys to mark the rest at home, teachers’ room or at any other safe place.
AFTER
•
Return the complete quiz binder (exams in numerical order and answer KEY) to the office RIGHT AFTER EACH CLASS. Exams or answer keys are NOT allowed to be taken OUTSIDE of the site premises, except for the answered answer sheets for grading at home, though it is recommended that they be graded at the site.
•
Handout results the following class day. Make sure students put away everything and do not take notes. You can borrow the exam binder to clarify their doubts. Giving a few minutes of general feedback is very important.
•
Consult with your coordinator about procedures at your site for returning the graded answer sheets.
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MAKE-UP EXAMS
The Academic coordinator must authorize make-up exams. And Make-up Exam Procedures are:
1.
Make up exams are those administered at a different time or date than scheduled.
2.
Make up exams must be administered the same day at a different time or the following day or class.
3.
Make up exams are the teachers’ responsibility.
4.
Student must justify the make up exam for approval.
5.
Teacher validates for authorization.
6.
Student picks up make up exam form at coordination.
7.
Make up exams are authorized first by the teacher and then by the coordinator with the make up exam form.
8.
Teacher collects exam from administration with the make up exam form authorized by the coordinator.
9.
The coordinator or a designated teacher by the coordinator may administer make up exams if the official teacher isn’t able to (for any other arrangements contact your academic coordinator).
10. Students taking a make up exam are ALWAYS supervised ALL the time under exam conditions.
11. Make up exams get docked 10% from the exams’ total value. For example:
Test Weight
Student’s
Score
-10%
New Score
Quiz 1, Writing & Formal
Oral assessment
10 points
8 points
-1 point
7 points
Final Exam levels 1-3
60 points
54 points
-6 points
48 points
Final Exam levels 4-12
35 points
31 points
-3.5 points
27.5 points
Test
12. These procedures will be followed at every site to standardize the criteria.
13. Teachers must inform make up exams procedures to their students within the first days of a course.
Portfolio Guidelines for PDU Levels
Students will create a Portfolio in order to strengthen their writing skills.
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1.
The Proulex Portfolio will include 2 pieces of writing that will come from the student’s book or the workbook as the course develops, as determined by the teacher.
2.
Each piece of writing will enclose at least 2 drafts: the first draft with teacher’s feedback and the edited draft(s).
3.
Teacher will give formative feedback by means of different techniques, e.g. using the correction symbol chart, underlining, highlighting, writing comments for reflection, and so on (EXCEPT making corrections).
4.
Students must be encouraged to type their Portfolio Tasks in WORD using the correct combination of capital letters and lower-case letters and double spaced to allow space for teachers’ feedback. If students insist in writing them by hand, teacher must only accept tasks written with clear handwriting, capital letters and lower-case letters, and black or blue ink.
5.
If teachers and students have access to technology and feel comfortable using it, it is recommended to carry out e-portfolios. The feedback can be done electronically as well, and by this means, a large amount of time can be saved.
6.
Set a word count for each piece of writing per level as follows:
Level
Word Count
Level
Word Count
1
30
7
80
2
40
8
80
3
50
9
80
4
60
10
100
5
60
11
100
6
60
12
100
7.
Students should be encouraged to gain insight by writing a journal entry on the edited draft (one or two sentences long), in English or Spanish at any level, reflecting on the feedback they had received from their teacher: what they think of the teacher’s feedback, how they felt about it, what helped them or what confused them, what they learned from editing the first draft, and so forth.
8.
The Proulex Portfolio will be turned in the day of the Writing Assessment. While students do their Writing Assessment, teacher quickly checks that the portfolios are complete, using the checklists below. The portfolios must be returned to students as they hand in their Writing Assessment. Level 1,2 and 3 portfolios will be turned in the day of the final exam.
9. It is highly recommended that students self-evaluate their portfolio before turning it in with the checklist below. If they mark at least one NO, they should revise their writings again. If not, the portfolio will be incomplete and will lead to partial points being taken from the writing assessment. (see points 10-13).
A.
El límite de palabras es el correcto.
B.
Revisé que las oraciones comenzaran con letras mayúsculas y usé puntos en lugar
de comas para separar las oraciones.
C.
Mis composiciones incluyen: título (si lo requiere), fecha (si es una carta),
saludo y despedida (para cartas, correo electrónicos, postales o notas) con sus
respectivas comas.
D.
Leí, entendí e hice lo que se me pidió en las instrucciones para desarrollar mis
composiciones.
E.
Incluí en el portafolio:
1. La lista de control del Portafolio.
2. El primer borrador con anotaciones de mi maestro(a).
3. La versión corregida con mi reflexión sobre las sugerencias de mi maestro(a).
LISTA DE CONTROL DEL PORTAFOLIO PARA NIVELES 1-3
SI
NO
13
PORTFOLIO CHECKLIST FOR LEVELS 4-12
A.
I checked that the word count is right.
B.
I used the correct language: formal for articles, informal for writing to a friend.
C.
I included all the necessary elements: title for articles, greeting and closing for
letters, bullets and/or date for reports, etc.
D.
I read, understood and followed the instructions to complete the writing task.
E.
I included in the Portfolio:
1. The Portfolio checklist.
2. The first draft with my teacher’s suggestions.
3. The last draft(s) with my reflection about my teacher’s comments.
YES
No
10. Each piece of writing is worth 2 points: 1 point for the first draft and 1 point for the second draft with improvements.
11. Half points may be docked as well for not demonstrating improvement in the edited draft regarding mechanics, structure and vocabulary, late submissions, and so on.
12. The checklist properly filled out is worth 1 point
13. The portfolio for level 1, Level 2 and Level 3 will not count yet but they must be encouraged to do the tasks.
14. Occasionally academic coordination will ask to see the Proulex Portfolios; therefore students must have them available at all time.
Porfolio scoring
Writing 1
2 points
Writing 2
2 points
Checklist
1 point
TOTAL
5 points
Note
Advise students to save their portfolio every course so that later they can look back at the
advances they’ve made or fossilized errors they keep making.
Ongoing Oral Assessment Guidelines for levels 1-12
The Ongoing Oral Assessment Checklist is the teacher’s memory of students’ can-dos in relation
to non-linguistic features of the speaking skill that are important to communicate successfully.
Students must be aware that this assessment is formative and provides feedback to allow
improvement opportunely.
The Ongoing Oral Assessment is worth 10 points and the Formal Oral Assessment (Spidergram)
is worth 10 points. The total of both oral assessments is 20 points.
14
A.
WHAT TO USE
• Ongoing Oral Assessment Form
• Speaking Activities from the course book series
B.
WHEN TO USE IT
• Every time an oral activity is implemented.
• Activities carried out in pairs, groups, whole class and individual presentations.
• Throughout the whole course.
C.
HOW TO USE IT
• Fill it out whenever class is over or during breaks but not in front of students.
• Assess one group of 2-4 students at a time.
• Monitor all students and focus attention on the group of students being assessed.
• If applicable, wrap up speaking activity by having students being assessed, to perform task. This will allow you to better assess these students.
• Students are encouraged to see the checklist at any stage of the course.
D. HOW TO FILL IT OUT
• During the beginning of a course, have students fill out the Ongoing Oral Assessment Checklist and the Spidergram with their information.
• Give students a mini-lecture regarding the content of both forms and how/when they will be used.
• At the end of the class or during breaks, check  only the items that each assessed student accomplished. Leave the unaccomplished items blank. Avoid using numbers and Xs. Use pencil.
• Items must be checked only once. However, if throughout the course a student does not continue trying with any specific behavior described in the items, the check might be deleted.
• Items not checked may be accomplished at a later time during the course. • Students not performing any specific behavior systematically should become aware of this, so that they have the opportunity to change and improve.
• Each item is worth 1 point. The maximum total is 10 points.
• At the end of the course add up the totals and cross out the unaccomplished items. Record the grades on the attendance list.
Note
The Ongoing Oral Assessment must not affect students who are serious, quiet or shy.
Teachers must be aware that quality in participation must be valued more than quantity and
frequency.
15
Evaluación Continua de la Expresión Oral para
niveles 1-3
Nombre:Fecha del curso:
Horario:
Desempeño
Independencia
Colaboración
Actitud
Nivel:
Maestro(a):
Calificación:
/ 10
1. muestra interés en las actividades orales.
2. ofrece opiniones y responde a opiniones y preguntas.
3. se esfuerza por hablar en inglés.
4. se integra y participa en trabajo en equipo (pares o grupos).
5. se involucra, de ser necesario, en actividades de todo el grupo.
6. comparte información con los demás cuando es necesario.
7. hace el intento de corregirse cuando es necesario.
8. muestra la habilidad de planear u organizar sus ideas.
9. hace el esfuerzo de completar las actividades orales.
10. se da a entender / se comunica.
Ongoing Oral Assessment Checklist for levels 4-12
Name:Date of course:
Attitude
1.
… is interested in speaking activities.
2.
… offers opinions and asks questions or responds to opinions.
3.
… makes an effort to use English.
4.
… agrees to work in pairs or groups.
5. … takes part in whole class activities when necessary.
6. … shares information with others when necessary.
7. … tries to self-correct where necessary.
8. … plans or organizes his/her ideas appropriately.
9. … makes an effort to complete the task(s).
10. … gets ideas across / communicates.
Performance
16
Teacher:
Cooperativeness
Class time:
Independence
Level:
Score:
/ 10
Levels 10-12 Oral Assessments
Level 10-12 oral assessments are mocks of the GESE grade 6 from Trinity College London Exams.
The intention is to prepare our students with the strategies and practice for taking this exam. In
order to be eligible to teach levels 10-12, teachers must receive a 3-hour training on how to help
students prepare for the GESE exam.
Topic Form Guidelines for Levels 10-12
Level 10 teachers must explain to students the Trinity oral exam procedures and present the
informational packet and video. Teachers of levels 11 and 12 must review the procedures as well
but not in depth.
1.
On day number 4 of the intensive course and day 2 of the Saturday course, students must start filling out the Topic Form which includes the topic title and 6 points.
2.
Give instructions to fill out the topic form at home.
3.
Make a list of the topics they chose. Persuade students with the same topic to change it for another one.
4.
Verify that topics are not too general and will allow the use of the required language.
5. Check that the 6 points in the topic form are not longer than a phrase, sentence or question each. The words “introduction” and “conclusion” are not acceptable as topic points.
6. See the Oral Assessment Teacher Answer Key for more details related to the format and procedure.
7. Teachers will give their students each only one topic form and the name of the website where they can go to down load another form in the case of loss.
Guidelines to help students prepare for
the GESE exam in levels 10 – 12
In order to provide students with accurate and updated information, please visit the
website http://www.proulex.com/cei/p/inicio.php and read all the pertinent information
about the exam. Also, see the Oral Assessment Teacher Answer Key for more details
related to the format and procedure.
Teachers’ responsibility
1.
In level 10, take up to 50 min. to explain to students the Trinity oral exam procedures and present the informational packet and video. Do this on day 4 from the intensive course and day 2 of the Saturday course. The informational packet consists of pages 28, 29 and 61 from the GESE manual and the topic form. The video is available at Academic Coordination.
2.
Coordinate this initial presentation with your academic coordination and the school principal or coordinator, because this presentation also involves administrative 17
information (included in the time indicated above).
3.
In level 10, students select their topic, and you need to make sure that topic is appropriate for the GESE grade students are going to present.
4.
In levels 11 ad 12, review the information and procedures with students.
5.
Teachers in levels 10 to 12 (especially level 12) must make sure students have filled out the GESE Topic Form correctly. Students should write their full name and be sure their form does not have spelling or grammar mistakes.
6. Direct students to the website http://www.proulex.com/cei/p/inicio.php for further
information.
USEFUL AND BASIC ADVICE
1.
Students must select a topic they are interested in, knowledgeable about and is not one of the subject areas for the conversation phase.
2.
Students have to think and plan how the topic they choose will allow them to use the language from the level they are presenting (structures, functions, lexis). The best option then is to prepare the topic form having the syllabus handy.
3.
In the topic form, students need to avoid one-word subtopics; this is not helpful for them. A phrase or a complete, but short sentence can help them remember better what they intend to say about that subtopic. The topic and subtopics should contain (be expressed with) the grammar and lexis students are expected to use. Examples:
Topic “Parenthood in Mexico” change to “Parenthood in Mexico yesterday and tomorrow.”
Subtopic “Tips for saving the environment” change to “Actions that might save the environment”
4.
The words “introduction” and “conclusion” are not acceptable as subtopic points; neither are questions or numbered subtopics.
5.
It is also a good idea to find a personal connection with the main topic. This facilitates the generation of the language students are expected to produce. Have students analyze sample topic form from page 61. All the subtopics must relate to the main topic and be interconnected. Example:
Topic “Parenthood in Mexico yesterday and tomorrow” with these subtopics:
My parents’ rules when I was attending preschool
Responsibilities I will face when I become a parent
What new parents’ generations must do
6.
Students must know the length of the exam.
7.
Students need to know the format of the exam. Remind students that this exam is not a presentation. Thinking of this as a conversation with different topics, the first initiated by the student and the second and third initiated by the examiner, is very helpful.
8.
Stress that students are expected to ask a question. However, the question has to be relevant to the topic of the conversation. Help students prepare questions about their topic in ways that they must use the language. Example:
Question “Do you exercise?” change to “What do you need to do to stay healthy?”
IDEAS TO PRACTICE IN CLASS
1.
18
First, have a class brainstorm of possible topics and evaluate them as a class: Do they Manual PDU. Proulex Diploma Universitario / Inglés
favor the use of the language from the syllabus? Discourage descriptive or technical topics.
2.
Then, have students choose their own top 3 possible topics. Which is the best one to generate the language of the grade they are going to take? Mention advice 3 above. You may ask your academic coordinator for an exercise to work on topic selection.
3.
Next, in pairs, students choose a topic to prepare. They will brainstorm as many ideas connected with the topic as possible. From those, students will select 6 to complete a topic form.
4.
After that, have pairs exchange and evaluate each other’s topic forms. They need to think what language each of the subtopics will generate.
5.
Have students imagine and write down the type of questions the examiner may ask about each subtopic. This can help students be more prepared to answer the examiner’s questions. You may ask your academic coordinator for an exercise to practice role playing the interview.
6.
Whenever possible, you might have an extra simulation of the oral exam in class, adapting for instance a pair work activity in which students have to give their opinion, practice a conversation, and interview each other to practice making and answering questions.
7.
During the Proulex oral exam, if students are not using the language of the grade, try to ask them about their subtopics using the language yourself with the hope that they get the hint. Example:
Topic: The Santa Ana fair. Ask “What do you recommend I do if I go to the Santa Ana fair?”
or “What will I see if I go to the fair?”
Question “Do you have plans to travel in the future?” Change to “Where are you traveling to during the next long weekend?”
In order to do this, you need to be familiar with the syllabus of the grade yourself!
RECOMMENDATIONS WHEN TAKING THE GESE EXAM
1.
The use of objects and visuals is optional, but advisable. If a student cannot continue with an idea, turning to the object and talking about it could be a life saver. The objects are a good prompt. The number of objects should be limited; students have to keep in mind that time is limited!
2.
Students should be ready to start their oral exam as soon as they enter the room. If they don’t have their ID, topic form, objects (if any) or computer ready, they waste very valuable time they should be using to talk and demonstrate their abilities. No time is allowed for setting up!
3.
If students want to use a computer in their exam, they need a paper backup with their presentation or pictures. We never know what could happen. Nevertheless, due to the little time students have, using a computer might not be the best option. A paper backup doesn’t mean having a written script of their topic.
4.
Students should expect interruptions. The examiner can ask about any subtopic at any time and students must be able to respond at that moment. The subtopics do not have any specific order.
5.
Students have to pay attention to the structures examiners use in their questions, because these usually contain the structures students are expected to use in their answers.
DON’TS DURING THE EXAM
1.
Notes are not allowed whether the exam is being taken at Proulex or with Trinity College. Candidates can bring only their topic form.
19
2.
Short answers or “I don’t know” are not the best option.
3.
Students must not memorize their presentation.
4.
Cellular phones must be turned off.
5.
Students must not chew gum.
Passing and failing students
If you notice the first day of a course a student is slow, give him/her 2 more days to adjust to
your voice and style, while you try to identify his/her learning needs, style and abilities (multiple
intelligences). If that student does not improve, ask him/her gently if s/he took the previous level
or a placement exam. If you believe that the student was misplaced, speak to the coordinator.
It should not be a surprise to the academic coordinator or administration if several students
fail a level because you have been communicating (verbally and in writing on the back of the
attendance list) that particular situation to your coordinator. It is your responsibility to do your
best to bring slow students to the right level during the course, however, if by the end of the
course the students do not have the minimum skills, interest or time, the student or students will
have to repeat the level. Always, gently inform students why they need to repeat the level.
Video and ActiveBook
Teachers are required to plan and implement a fifty-minute video session per level and encourage
the use of the ActiveBook CD-ROM at home. At the end of the PDU students will have been
exposed to 12 hours of video practice in class. The video component includes DVD (TV style
sitcom for TopNotch and news documentaries for Summit, on-the-street interviews and karaoke
of TopNotch songs), video worksheets (found in the teacher’s ActiveTeach CD and at the back of
the students’ books) and lesson plans (at the back of the teacher’s book).
Photocopying policy
Teachers are allowed to photocopy ONLY activities from the Copy & Go booklet and the
ActiveTeach CD and ONE additional song per level. The song is optional due to the fact that there
is a song provided in each unit. The limit of photocopies per student per level is 8. For levels 1012 (where there is no Copy & Go for the Summit book), additional handouts must be authorized
by your coordinator.
Note
Any additional photocopying must be authorized by the academic coordinator.
20
Homework
It is important and necessary to give students homework regularly. Homework can be assigned from
the workbook, grammar booster, pronunciation booster, vocabulary booster, the student’s book, or
even ActiveBook. It is considered unacceptable to assign complete units or lessons for the sake of
covering everything in the course book or component of the series. When you assign homework,
review it! Use different techniques for checking homework so that students can corroborate their
achievements or learn from their mistakes. Make sure students understand why you are using
different review techniques.
Key for Recording Grades on the attendance list
Code
Test
Q1
Quiz 1
Q2
Quiz 2
Q3
Quiz 3
W
Writing Assessment
P
Portfolio
FE
Final Exam
OO
Oral Assessment
FO
Formal Oral
Intensive Course Time Distribution
To maximize time within a course, samples of course time distributions are being provided. On this
grid you will find a provision for all the components within a 40-hour course: units, video, weekly
quizzes, final exams, skill assessments, and first/last-day procedures.
20 TWO-HOUR SESSIONS FOR LEVELS 1, 2 AND 3
This is the suggested distribution in order to cover content of the exams in time. In the two charts
below, regarding the numbers with slashes (/), the first number refers to a unit for level 1, the
second number to a unit for level 2 and the third number to a unit for level 3, for example: Unit
1/5/10—1 refers to unit 1 of level 1, 5 refers to unit 5 of level 2 and 10 refers to unit 10 of level
3.The video sessions are in parenthesis indicating sample days to use it. Also, in parentheses you
will find the units that are covered in each exam.
21
Day 1
Check learner needs
Explain grading criteria
Welcome Unit/5/10
Day 2
Unit 1/5/10
Day 3
Unit 1/5/10
Day 4
Unit 1/5/10
(Unit 1/5/10 video)
Review grading criteria.
Ss record exam dates in
their course planner.
Day 5
Unit 1/5/10
Review Unit 1/5/10
Quiz 1 (Unit 1/5/10)
Day 6
Unit 2/6/11
Day 7
Unit 2/6/11
Day 8
Unit 2/6/11
(Unit 2/6/11 video)
Day 9
Unit 3/7/12
Day 10
Unit 3/7/12
Review Unit 2/6/11
Day 11
Unit 3/7/12
(Unit 3/7/12 video)
Day 12
Unit 3/7/12
Day 13
Unit 4/8/13
Day 14
Unit 4/8/13
Day 15
Unit 4/8/13
Review Unit 3/7/12
Day 16
Unit 4/8/13
(Unit 4/8/13 video)
Day 17
Unit 4/9/14
Day 18
Unit 4/9/14
Day 19
Unit 4/9/14
Review all units
Final exam
(Unit 4/8-9/13-14 and
bits of previous units)
Day 20
Submit Portfolio
(Unit 4/9/14 video)
Ongoing Oral feedback
Grade handout
20 TWO-HOUR SESSIONS FOR LEVELS 4 TO 9
below, the number before the slash (/) refers to a unit for levels 4, 6, and 8; the number after the
slash refers to a unit for levels 5,7, and 9.The video sessions are in parenthesis indicating sample
days to use it. Also, in parentheses you will find the units that are covered in each exam.
Day 1
Check learner needs
Unit 1/6
Day 2
Unit 1/6
Day 3
Unit 1/6
Day 4
Unit 1/6
(Unit 1/6 video)
Unit 2/7
Day 5
Review Unit 1/6
Quiz 1 (Unit 1/6)
Unit 2/7
Day 6
Unit 2/7
Day 7
Unit 2/7
(Unit 2/7 video)
Unit 3/8
Day 8
Unit 3/8
Day 9
Unit 3/8
Day 10
Review Unit 2 and first
half of Unit 3 /Unit 7 and
first half of Unit 8
Quiz 2 (Unit 2 and first
half of Unit 3 /Unit 7 and
first half of Unit 8)
Unit 3/8
Day 11
Unit 3/8
(Unit 3/8 video)
Unit 4/9
Day 12
Unit 4/9
Day 13
Unit 4/9
Day 14
Unit 4/9
(Unit 4/9 video)
Unit 5/10
Day 15
Review second half
of Unit 3 and Unit 4 /
Second half of Unit 8
and Unit 9
Quiz 3 (Second half
of Unit 3 and Unit 4 /
Second half of Unit 8
and Unit 9)
Unit 5/10
22
Day 16
Unit 5/10
Day 17
Unit 5/10
(Unit 5/10 video)
Day 18
Unit 5/10
Writing assessment
(Units 1-4/6-9)
Submit Portfolio
Day 19
Unit 5/10
Review all units
Final exam
(Units 5/10 and bits of
previous units)
Day 20
Oral assessment
(Units 1-5/6-10)
Ongoing Oral and
Formal Oral feedback
Handout grades
20 TWO-HOUR SESSIONS FOR LEVELS 10 TO 12
For levels 10-12, teachers must hand out the topic form at the beginning of the course. 1 to 3
students per day are assessed orally from day 11 to day 20 in the intensive course and week 5 in
the Saturday course. Inform students when it will be their turn. This should take no more than 30
minutes per session.
Day 1
Check learner needs
Unit 1/5/8
Day 2
Unit 1/5/8
Day 3
Unit 1/5/8
Day 4
Unit 1/5/8
(Unit 1/5/8
video)
Hand out Topic forms
Day 5
Unit 1/5/8
Review Unit 1/5/8
Quiz 1 (Unit 1/5/8)
Unit 2/6/9
Day 6
Unit 2/6/9
Day 7
Unit 2/6/9
Day 8
Unit 2/6/9
Day 9
Unit 2/6/9
(Unit 2/6/9 video)
Day 10
Review Unit2/6/9
Quiz 2 (2/6/9)
Unit 3/7/10
Day 11
Unit 3/7/10
Day 12
Unit 3/7/10
Day 13
Unit 3/7/10
Day 14
Unit 3/7/10
(Unit 3/7/10 video)
Day 15
Review Unit 3/7/10
Quiz 3 (3/7/10)
Unit 4/5-7/8-10
Day 16
Unit 4/5-7/8-10
Oral assessment
Day 17
Unit 4/5-7/8-10
(Unit 4/5-7/8-10
video)
Oral assessment
Day 18
Unit 4/5-7/8-10
Writing assessment
(Units 1-4/5-7/8-10)
Submit Portfolio
Oral assessment
Day 19
Unit 4/5-7/8-10
Review all units
Final exam
(Units 1-4/5-7/8-10)
Oral assessment
Day 20
Oral assessment
(Units 1-4/5-7/8-10)
Handout grades
23
Saturday Course Time Distribution
To maximize time within a course, samples of course time distributions are being provided. On
this grid you will find a provision for all the components within a 40-hour course: units, video,
weekly quizzes, final exams, skill assessments, and first/last-day procedures.
8 FIVE-HOUR SESSIONS FOR LEVELS 1, 2 AND 3
Week 1
Check learner needs
Welcome Unit/5/10
Week 2
Review grading criteria. Ss record exam dates in
Unit 1/5/10
(Unit 1/5/10 video)
Review Unit 1/5/10
Week 3
Unit 2/6/11
(Unit 2/6/11 video)
Week 4
Unit 3/7/12
Review Unit 2/6/11
Week 5
Unit 4/8/13
(Unit 4/8/13 video)
Week 6
Unit 4/8/13
Review Unit 3/7/12
Week 7
Unit 4/9/14
(Unit 4/9/14 video)
Week 8
Unit 4/9/14
Review all units
Final exam
(Unit 4/8-9/13-14 and bits of previous units)
Submit Portfolio
Ongoing Oral feedback
Grade handout
24
8 FIVE-HOUR SESSIONS FOR LEVELS 4 TO 9
below, the number before the slash (/) refers to a unit for levels 4, 6, and 8; the number after the
slash refers to a unit for levels 5,7, and 9.The video sessions are in parenthesis indicating sample
days to use it. Also, in parentheses you will find the units that are covered in each exam.
Week 1
Unit 1/6
Check learner needs
Week 2
(Unit 1/6 video)
Review Unit 1/6
Quiz 1 (Unit 1/6)
Unit 2/7
Week 3
Unit 2/7
(Unit 2/7 video)
Unit 3/8
Week 4
Review Unit 2 and first half of Unit 3 /Unit 7 and first
half of Unit 8
Quiz 2 (Unit 2 and first half of Unit 3/Unit 7 and first
half of Unit 8)
Unit 4
Unit 3/8
Week 5
(Unit 3/8 video)
Unit 4/9
Week 6
Unit 4/9
Review second half of Unit 3 and Unit 4 / Second
half of Unit 8 and Unit 9
Quiz 3 (Second half of Unit 3 and Unit 4 / Second
half of Unit 8 and Unit 9)
(Unit 4/9 video)
Unit 5/10
Week 7
Writing assessment (Units 1-4/6-9)
Submit Portfolio
Unit 5/10
(Unit 5/10 video)
Week 8
Unit 5/10
Review all units
Final exam (Units 5/10 and bits of previous units)
Oral assessment (Units 1-5/6-10)
Ongoing Oral and Formal Oral feedback
Hand out grades
25
8 FIVE-HOUR SESSIONS FOR LEVELS 10 TO 12
For levels 10-12, teachers must hand out the topic form at the beginning of the course. 1 to 3
students per day are assessed orally from day 11 to day 20 in the intensive course and week 5 in
the Saturday course. Inform students when it will be their turn. This should take no more than 30
minutes per session.
Week 1
Check learner needs
Unit 1/5/8
Week 2
Unit 1/5/8
Review Unit 1/5/8
Quiz 1 (Unit 1/5/8)
(Unit 1/5/8 video)
Unit 2/6/9
Hand out Topic forms
Week 3
Unit 2/6/9
(Unit 2/6/9 video)
Week 4
Unit 2/6/9
Review Unit2/6/9
Quiz 2 (2/6/9)
Unit 3/7/10
Week 5
Unit 3/7/10
(Unit 3/7/10)
Week 6
Review Unit 3/7/10
Quiz 3 (3/7/10)
Unit 4/5-7/8-10
Week 7
Writing assessment (Units 1-4/6-9)
Submit Portfolio
Review Unit 3/7/10
Quiz 3 (3/7/10)
Unit 4/5-7/8-10
(Unit 4/5-7/8-10 video)
Oral assessment (Units 1-4/5-7/8-10)
Week 8
Unit 4/5-7/8-10
Review all units
Final exam
(Units 1-4/5-7/8-10)
Oral assessment (Units 1-4/5-7/8-10)
Handout grades
26
Correction Symbols for Portfolios
These are intended to help teachers develop their students’ skills of self-correction, during the
course. The correction symbol char is optional but giving feedback to students is not optional.
SYMBOL
S
MEANING
EXAMPLE ERROR
S
A spelling error
The answer is obvius.
A mistake in word order
I like very much it.
G
A grammar mistake
I am going to buy some furnitures.
T
Wrong verb tense
I have seen him yesterday.
C
Concord mistake
(e.g. subject & verb agreement)
People is angry.
Something has been left out
He told that he was sorry.
Wrong word
I didn‘t realize the job.
The meaning is unclear
That is a very excited photograph.
A punctuation mistake / Missing
punctuation
Do you like london.
Too formal or informal
Hi Mr Franlin. Thank you for your letter...
WO
WW
M?
P
F/I
WO
G
T
C
WW
M?
P
I
Delete / Something is not necessary He was not too strong enough.
Separate / Add a space
There‘s my studentbook.
Join / Delete a space
There‘s my work book.
Incorrect / Missing preposition
I am better in jazz music.
V
Look at alternative / Move varied
vocabulary
The place is fantastic and the people are
fantastic. V
Para + / -
Too many / Too few paragraphs
Org
This could be better organized
Prep
Prep
27
28

Ongoing Oral Assessment Guidelines for levels 1-12

Transcription

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