Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Appendix B
Assessment Specifications
edit and evaluate their own writing and those of their peers.
assess the progress and achievement of the students during the course
collect relevant information about the students learning and use it for
classroom decision making and future lesson planning
Portfolio Content:
Tasks
Task Type
Word limit
Diagnostic Writing
Approx. 300
words
300 words
500 words
Allocated
Time (for
the first
draft)
30 minutes
1 hour
1 hour and
15 minutes
Deadline
for first
draft
Deadline for
final draft
First lesson
No deadline
(Optional)
Week 4
Week 5
Week 6
Week 8
Week 8
Week 11
Week 11
Week 14
1 hour
Approx. 600
words
Approx. 1000
words
72 hours
(4 days)
Approx. 1500
words
Approximat
ely
Week 15
During study
leave
ongoing
from week
12
On the day of
the submission
of the portfolio
(during study
leave)
3 weeks
Reflective Statement
Approx.
1000 words
Flexible/
ongoing
In addition to the writing tasks, the portfolio should contain the following
documents:
Cover page
Contents Page
Self and/or peer-review checklists (Each task should come after the relevant
task)
Teacher Feedback Forms (Each form should come after the relevant task.)
Self- reflection Forms (Each form should come after the relevant task)
Mid-semester counselling notes
Task Prompts:
Short Essay: A piece of written composition that consists of approximately five
paragraphs: an introduction, a body of three paragraphs and a concluding
paragraph.
Summary: A piece of writing that encapsulates the main ideas of a larger piece of
writing. For the purposes of the present portfolio, the students are expected to
produce a 300 word summary of a 900-word article or extract from a book on a
topic in linguistics or English language teaching.
Synthesis: For the purposes of the present portfolio, a synthesis is a piece of
explanatory writing of approximately 500 words that draws on two sources (articles)
about the same topic/subject. The students should be able to explicate the
relationship that they have inferred between the two sources.
Essay-type answer: Exam-style essays that students are expected to produce
during timed exams in response to a question. The question should be on a topic
that the students should have studied in one of their other courses in the TESL
programmes. The overall theme/area of the question should be given to the
students in advance so that he could prepare in advance and the focus of the
assessment is the students ability to form an argument, organize content and write
academically under examination conditions.
Critical review: a piece of writing of approximately 1500 words that summarizes
the main content of an article or book chapter and then provides a critical
evaluation of this content.
Extended Essay:
In their first lesson, the students complete a diagnostic writing task. The aim
of this task is to allow the teacher to identify the strengths and
developmental needs in the students writing. The students spend
approximately 40 minutes to write a 300-word essay on a given topic which is
related to their field of study. When correcting the essay, the teacher should
underline some key issues to focus on, state at least one strength and
weakness, and provide an impressionistic grade to help the students plan
their learning in advance. This is a one-off writing task that does NOT
contribute towards the final grade and therefore, the second draft is not
compulsory. Ideally, there should be a teacher-led plenary session on
common problems that were diagnosed through this writing task. Based on
the feedback, the students should complete their reflection form and identify
their action points.
Assessed writing tasks 1-3 are in-class assignments. The students plan and
write the first draft in class, and their writing will then be self- and peer
reviewed using standard checklists. When correcting the first draft, the
teacher uses a correction code to highlight/ annotate the issues to focus on
and provide feedback using an analytical (multi-trait) scoring rubric with
some written comments. Based on the feedback, the students complete their
reflection form and identify action points for a the final/second draft. The
students work on the second draft at home and submit it to the teacher,
which will then be given a summative grade/ mark.
programme. The students are given the choice to decide the topic but this
choice should be discussed/negotiated with the teacher in advance. Ideally,
the students should submit a brief outline of their essay. The essay should be
typed and formatted according to the guidelines of the APA Style Guide (6th
Edition). In addition to submitting a hard copy on or before the deadline, a
soft copy of the assignment should be e-mailed to the teacher as a Microsoft
Word Document as a plagiarism check will be run. When correcting the essay,
the teacher uses a correction code to highlight/ annotate the issues to focus
on and provide feedback using an analytical (multi-trait) scoring rubric with
some written comments. Also, a final grade/mark will be issued for the first
draft. Marks will be deducted for plagiarism. Based on the feedback, the
students complete their reflections complete their reflection form and identify
action points for the final/second draft. The students work on the second draft
and submit it to the teacher, but their grade WILL NOT change.
The reflective statement is an on-going task, and the aim is to give the
students an opportunity to reflect on and evaluate their overall learning
experience. They should focus on what they have learnt in the course, their
strengths, developmental needs, and how they will continue to develop their
academic writing skills in future.
The finished portfolio should include all the writing tasks other relevant
documents such as self and peer-review checklists, teacher feedback forms,
self-reflection forms, and mid-term counseling notes.
Mid-semester counseling:
In Week 10 of the course, there should be a one-to-one tutorial with the student to
discuss his/her progress during the course. The students should have completed a
pre-counselling self-evaluation checklist before the counseling session begins so
that the teacher would know about the students views about his/her own progress.
The session should focus on the students performance in the first three writing
tasks as well as the students strengths and developmental needs regarding
language ability, skills and academic style in general. The discussion should be
teacher-led, but the participation of the students should also be encouraged. In
particular, the student should be able to reflect on his own strengths, weaknesses,
and progress. During the tutorial, the student should take notes about the important
points and at least three action points should be identified. At the end of the
tutorial, the teacher should provide some written feedback and a provisional midsemester grade. Both the notes that the student has taken and the teacher
feedback form should be included in the portfolio.
NB: The students who are not meeting the required performance standards should
be informed about their problem during the mid-semester counselling session. In
such situations, the teacher and the student should discuss the issue thoroughly
and suitable action points should be agreed upon. There should not be any surprise
failures at the end of the course.
End-of-Semester Counselling:
The end of term counselling session is optional but recommended. For students,
who have successfully met the requirements of, end-of-term counselling can be
done in small groups of 3-4. For students who are likely to fail the course, the
issues should be discussed, as they will have to re-submit some or all parts of the
portfolio.
Forms of Assessment:
Teacher Feedback
Self-assessment
Peer-assessment
Task Achievement
Organization
Style
Language Range
Language Accuracy
Marking:
a) Individual Writing Tasks:
As mentioned above, the first draft will be marked using a multi-trait analytical
rating scale. Appendix X) The second/final draft will be given a numerical score/
grade out of 20 based on the criteria outlined in the rating scale (Appendix X).
The numerical score/ grade should be based on the overall process of writing and
NOT on the final finished product. In awarding the numerical score, the teacher
should take into account (a) feedback for the first draft and (b) the improvement in
the quality of the second draft based on feedback and action points. Generally
speaking, if the students have taken feedback seriously and attempted to make a
significant improvement in the quality of the essay, the score is likely to be one step
above what the student should have received for their first draft.
Reflective Statement and the Overall Quality of the Portfolio
For the assessment of the overall portfolio along with the reflective statement, a
holistic rating scale will be used. Based on the rating scale, a numerical score out of
15% will be provided.
Weight
towards the
final grade
15%
15 %
15%
20%
20%
15%
statement
Grading System
The final mark for the course unit will be graded according to the following grading
system. A grade point value as indicated below is assigned to each grade. This
grading system is stipulated by the university regulations. ( The Students
Handbook, 2015/2016)
Grade
A+
A
AB+
B
BC+
C
CD+
D
E
Range of Marks
85-100
70-84
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
00-24
Appendix C:
Although the role of modern linguistics is to describe how people actually use language
without making value judgments, the prescriptive approach to language study cannot be
undermined in the context of language teaching. Discuss.
Ellis, G. (. (1996). How culturally appropriate is the communicative approach? ELT Journal, 50
(3), 213-218.
In your review, you should:
identify the author, source, title, date of publication and other details that seem
important to your readers
a brief synopsis of the contents, arguments and the scope of the article
evaluate the overall contribution that the article/ chapter has made to your
understanding of the topic
state whether you would recommend this article to a student who will offer the
relevant module in future.
provide a reference list or bibliography of the sources that you have used. Use the referencing
format appropriate to your discipline.
You will do this assignment in groups of 3-4 Students. More than 4 students are not
allowed in one group.
For the purposes of this assignment, you should produce an extended coursework
essay based on one of the topics covered in one of your core courses in the TESL
programme.
You can negotiate topic among yourselves but the topic you have chosen should be
approved by the tutor.
Since this is a collaborative writing task, all the group members should actively take
part in the process of writing.
Your assignment should be typed and formatted according to the guidelines provided
in APA Style Guide (6th Edition).
The hard copy of the assignment is due August 21, 2016 at 1:30 pm at the beginning
of class.
A soft copy of the article should be emailed to rusiru.chitrasena@kln.ac.lk on or
before the deadline. The student will lose 10% of the marks for each day it is late.
DO NOT write more than 1500 words. If you exceed the word limit, marks will be
deducted.
Plagiarism is an academic offence and will be penalized. If you refer to content from
the article or other sources, please cite them in your bibliography.
If you have any further questions about the assignment, please do not hesitate to ask
your teacher or e-mail them to rusiru.chitrasena@kln.ac.lk.
Writing Portfolio
TESL 11213: Rhetoric and Composition
Student ID:
Task:
Criteria
Task Achievement
Organization
Adequate analysis,
description, argumentation
or synthesis
Inadequate analysis,
description, argumentation
or synthesis
It is difficult to understand
what the writer wants to
communicate.
The text is confusing and
fails to be cohesive.
Significant problems
linking ideas within and
It is almost impossible to
understand what the
student wants to
communicate.
No attempt is made to
order or structure the text.
Style
Language Range
Language Accuracy
Comments:
across sentences.
An excellent academic
style of writing is
maintained throughout.
Excellent range of
appropriate grammatical
structures and academic
vocabulary
Adequate range of
Appropriate grammatical
structures and academic
vocabulary
Date:
Appendix E: Holistic Rating Scale for the Assessment of the Quality of the Portfolio
Band
Excellent
12-15
Description
The portfolio provides evidence of excellent recording keeping skills.
The student has a comprehensive knowledge of the mechanics, strategies and
genres of academic writing.
The reflective statement and the reflection forms for each task shows an
outstanding level of self-reflection.
There is evidence of excellent editing and proof-reading skills.
Throughout the course, the student has actively participated in the process of
learning at an outstanding level with a high degree of autonomy and motivation.
The portfolio provides evidence of good recording keeping skills
Good
8-11
The student has a highly satisfactory knowledge of the mechanics, strategies and
genres of academic writing.
The reflective statement and the reflection forms for each task show a very good
level of self-reflection.
There is evidence of good editing and proof-reading skills.
The student has actively participated in the process of learning with a considerable
degree of autonomy and motivation.
Satisfactory
5-7
The student has an adequate knowledge of the mechanics, strategies and genres
of academic writing.
The reflective statement and the reflection forms for each task show and an
adequate level of self-reflection to pass the course.
There is some evidence of editing and proof-reading skills.
The student tried to participate well in the process of learning but tend to lack
autonomy and motivation.
Unsatisfactor
y
0-4
The portfolio does not show evidence of good recording keeping skills
The student does not have an adequate knowledge of the mechanics, strategies
and genres of academic writing to be able to pass the course.
The reflective statement and the reflection forms do not provide evidence of the
students ability to reflect on his/her (lack of) progress.
There is no evidence of adequate editing and proof-reading skills. The student has
failed
participate in the process of learning but tends to lack autonomy and motivation.