Embedded Files
Targeted Writing Component
What is it?
A component that helps to focus learners on the production of language through writing as a process. It is an aspect of summative assessment which is selected at the target CEFR level of the course.
Instructor’s Responsibilities
Focus on the targeted writing from the start of the module to allow for time for learners to develop their writing every module (don’t wait for the unit).
Introduce students to the rubric their writing will be evaluated by.
Guide students through the writing process
Brainstorming for ideas
Creating an outline
Writing a first draft in class
Correct students writing using the rubric as guidance.
Return student draft writings with feedback.
Practice the target writing for the module as many times as possible with students.
Student’s Responsibilities
Apply the writing process when practicing writing skills, including:
- Brainstorming
- Outline
- Draft (in-class)Familiarize yourself with the specific writing rubric.
Turn in the writing to your instructor for feedback.
Apply feedback from your instructor’s evaluation on your writing to further develop your writing skills.
Complete online activities that support your writing task.
Quizzes Component
12% total | 60 points total (or 10 points per quiz)
What is it?
A component designed to continuously and regularly assess students' understanding of the worksheets taught in the classroom which will enable instructors and students to monitor their learning progress throughout the course.
Instructor's Responsibilities
Administer standardized quizzes provided by the Assessment Unit for each module.
Conduct quizzes on specified dates (twice per module) during regular classes.
Ensure a quiet, distraction-free environment for quiz-taking.
Monitor the classroom to prevent cheating and enforce examination regulations.
Adhere strictly to the 10-minute time limit for each quiz.
Collect answer sheets promptly at the end of the quiz.
Grade quizzes using the standardized answer key provided by the Assessment Unit.
Provide feedback within one week of the quiz date, highlighting common errors and areas for improvement.
Record each student's score in the grade book and maintain secure backups.
Address any grading disputes promptly and fairly.
Student's Responsibilities
Prepare for quizzes by reviewing the worksheets taught in class.
Attend class on quiz days and be ready to start at the designated time.
Complete the 10 multiple-choice questions within the allotted 10-minute time frame.
Follow all examination regulations and maintain academic integrity during the quiz.
Submit the answer sheet promptly at the end of the quiz.
Review feedback provided by the instructor to identify areas for improvement.
Address any grading concerns with the instructor in a timely manner.
Blended Learning Project
12% total | 60 points total (or 10 points per milestone)
What is it?
A speaking research-based project related to the students’ field of study completed through set milestones for each module throughout the semester. Milestone accomplishments are tracked. The project is finally presented by the student in front of teachers and guests. Due dates apply.
Instructor’s Responsibilities
Guide students through the 6 milestones towards achieving their final goal of a speaking project.
Organize rehearsals for students for their speaking projects.
Give feedback on student milestones through in-class and online feedback.
Evaluate and grade students’ performance using a rubric.
Student’s Responsibilities
Promptly complete all 6 project milestones before the due date for each module.
Document your progress through all project milestones.
Brainstorm for the project title.
Organize your ideas.
Research your project topic.
Create an original poster for the project with cue-cards.
Rehearse the speaking project in-class and with peers under the supervision of your instructor(s).
Present the project in-person in front of teachers and guests on the Open Day.
E-Content
3% total | 15 points total
What is it?
E-Content is a component with a selection of activities that must be completed by students online that extends English language learning beyond the confines of the classroom walls. E-Content is accessed through the Blackboard and Quill websites.
Instructor’s Responsibilities
Direct students to access the e-content in order to complete the activities available for each unit.
Remind students of due dates (detailed in the Curriculum Plan).
Introduce selected activities in-class to students.
Provide general feedback on specific activities/language objectives students found challenging.
Give individual feedback when needed.
Student’s Responsibilities
Access the e-content in order to complete the activities available for each unit.
Complete assigned Q-Skills and Quill activities before the due date.
Follow up with the instructor on any challenging e-activities in class.
Video Reflections
3% total | 15 points total (or 5 points per reflection)
What is it?
As part of alternative assessment, selected videos are used by students to create reflections. Videos are to be taught in-class along with the associated video activities. Once familiar with the target language, students are to record reflections by addressing the video’s academic theme and personalize their response. Reflections are recorded by students in the presence of an instructor. Only one submission is allowed before the due date. Reflections are graded once turned in.
Instructor’s Responsibilities
Teach the video content in-class using the associated activities.
Make sure you teach the video using best practices, such as pre-teaching vocabulary.
Discuss the video theme and illicit student opinions as well as components covered in the reflection rubric.
Train students in-class on their video reflections.
Direct students to record their reflections in-person in the presence of an instructor to upload.
Evaluate student reflection submissions based on the rubric.
In-class, go over common mistakes.
Student’s Responsibilities
Complete in-class activities with your instructor.
At home, look up any new keywords from the listening video in order to gain greater context.
Come to an instructor for recording your video reflection after rehearsing in-class and at home.
Submit before the official due date by recording in the presence of an instructor. Submissions after the due date are rejected.
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