Scope These procedures apply to students enrolled in Torrens University Australia s English Language Intensive Courses for Overseas Students (ELICOS).

Transcription

1 PR_AC_006: ELICOS Assessment Head Policy Coursework Assessment Policy for Higher Education (HE) and ELICOS Policy Category Academic Document Owner Chief Customer Officer Responsible Officer Director: Torrens University Language Centre Authorised by Director: Torrens University Language Centre Related Document N/A Effective date 1 st Trimester 2016 Version 1.0 Scope These procedures apply to students enrolled in Torrens University Australia s English Language Intensive Courses for Overseas Students (ELICOS). Methods of assessment Torrens University Australia develops and implements student-centred approaches to assessment in ELICOS to facilitate learning and to assess achievement against learning outcomes. Assessment tasks cater for both individual and group diversity and are used for both formative and summative purposes. The assessment criteria are clear and explicit and are included in the ELICOS Student Handbook for each course so that students know what is expected of them for each assessment task. Assessment is criterion referenced describing the student in terms of the skills demonstrated, not by comparison with fellow students. The criteria, by level, in terms of learning outcomes to be demonstrated are included in the Torrens University Language Centre s (TULC) Student Handbook. There are tutor, peer and self-assessments, directly related to each learning program. Teachers observe and evaluate the skills and knowledge learners use and the ways they use language during each task. Learners reflect on their own work and that of their peers, how well the team works, how they feel about their work and progress and what skills and knowledge they are gaining. Portfolio assessment includes: 1. Initial assessment TULC placement test an entry language test of the four macro skills 2. Formative assessment Regular focus tasks and activities for assessment purposes (reflecting the expected progress and development of the student) e.g.: o Participation in an oral debate (tutor/peer/self-assessment) o A reading task to identify spurious arguments o A group activity related to collecting evidence o A series of drafts of an argumentative essay o Group research specimen notes and detailed outline for a group project in an academic field (tutor/peer/self-assessment) o Individual research for an individual project on an aspect of a subject (after consultation with tutor) o Written drafts of projects (tutor/peer/self-assessment) o Completed projects o Prepared PowerPoint presentation (tutor/peer/self-assessment) o Delivery of PowerPoint presentation (tutor/peer/self-assessment) o Completed questionnaires highlighting strategies, attitudes, feelings and accomplishments throughout the learning process o Weekly journal reflecting on what has been learned + future needs o Small group critical reflection on weekly journal entries PR_AC_006 ELICOS Assessment Page 1 of 6

2 Mid-course test to familiarise students with test conditions End-of-course examination reflecting the language needs of tertiary academic institutions and containing a simulation of study skills in use (e.g. listening to a lecture, making notes, writing a report, etc.) 3. Summative assessment Use of assessment information collected to make overall judgements of students. Decision on stage of language development in each of the skills and comments on the amount of progress made. Assessment methods and criteria are evaluated by tutors and learners at the conclusion of each 10 or 15 week program. Assessment types Assessment type Method and purpose Possible context Informal observation Planned observation Focused analysis Discussion with students Self and/or peer assessment The teacher interacts with and observes students in the course of classroom activities to gain general, anecdotal or incidental impressions of students work. The teacher observes students in activities which have been planned to assess specific aspects of students work The teacher analyses students work at length to gain more detailed understanding of students strengths and weaknesses. The teacher discusses with students to gain an understanding of students work which is difficult to obtain through other methods. For example, factors affecting confidence or motivation. The teacher analyses or reflects on students : Self-assessments (for example, a questionnaire on preferred learning styles) peer assessments (for example, students give feedback to a student about a presentation) Observe students during: class discussion reading or writing activities pair work group work role plays research activities Observe and assess students: giving presentations performing designated roles in groups during reading and writing activities Analyse: tests written work (including drafts) journals folders recordings of student presentations Use: Interviews questionnaires conferences Reflect on questionnaires interviews self-assessment proformas students comments Responsibilities of the TULC Academic Management Team Review and approve assessment tasks and methods of assessment included in the TULC Student Handbook for each ELICOS course Align assessment with the course learning outcomes Monitor assessment validations and moderations Ensure that all students and teachers are aware of their obligations during a study period Manage the development and review of assessments to ensure students are given appropriate details such as: types of assessment, instructions, length (words/duration), weighting, and submission timeframes PR_AC_006 ELICOS Assessment Page 2 of 6

3 Approve reasonable adjustments as per the Assessment Policy for HE/ELICOS Responsibilities of Teachers Contribute to the development of assessment tasks with the Program Manager (ELICOS). Provide constructive and timely feedback on assessments submitted by students. Adhere to assessment strategies and their submission timeframes. Report on student progress and achievement in an honest, clear and objective manner. Report on assessment outcomes. Responsibilities of students Be aware of all requirements to achieve satisfactory academic progress. Be aware of mechanisms within the University for seeking assistance and advice, in relation to problems in meeting assessment timeframes, withdrawal from a course and special consideration due to illness or other misadventure. Practise academic integrity and avoid plagiarism, cheating and collusion. Accept fair, helpful and timely feedback on assessment tasks including evaluation of performance and progress in their course. Assessment Moderation and Student Intervention At Torrens University Australia, the following internal moderation process takes place every time an ELICOS program is delivered: At the start of the term, the class teachers consult with the Program Manager (ELICOS) to review assessment tasks and plan internal moderation activities for each course These activities will typically include designing and reviewing formative and summative assessment tasks, class tests and homework tasks, assigning grade weightings and reviewing or developing marking criteria tables, aligning assessment with learning outcomes, setting assessment schedules, and timetabling the marking moderation meetings for each program The teachers meet with the Program Manager (ELICOS) at the end of each 5 week cycle to discuss student progress, students at risk, overdue assessment and the moderation of assessment. The teachers complete the Progress Assessment Chart for each student and upload it to Google Drive. The Progress Assessment Chart is also shared with the Program Manager (ELICOS) This leads to an early intervention strategy which aims to provide students with adequate support so as to improve their learning and meet the assessment criteria and course learning outcomes. The teachers then meet with each student to discuss their progress, strengths and weaknesses and provide them with constructive feedback about their performance. At the end of each 15 or 10 week course, the teachers complete and submit the Progress Assessment Chart and the Assessment Counselling Form. They meet with the Program Manager (ELICOS) to discuss student progress, attainment of the learning outcomes and borderline results. The teachers complete the Final Grade Form and submit it to the Program Manager (ELICOS). At the end of each term, all assessment methods and judgements are subjected to peer review, discussion and consensus. The Program Manager (ELICOS) collects the feedback on assessment tools from students and teachers. The Director of Studies and the Program Manager (ELICOS) develop an action plan to address the issues. Student Feedback Feedback should always be clear and constructive in order to enable students to make timely and informed judgements about their performance. It should assist students to understand their level of development of the required skills and how their performance could be improved in subsequent assessment. Feedback is provided in the following ways: verbal comments from the teachers, both individually and to the class PR_AC_006 ELICOS Assessment Page 3 of 6

4 verbal comments on presentations and participation in class discussions preliminary assessment task advice face-to-face assessment task discussion, individually and in groups written feedback comments regarding drafts and assessment tasks written comments on feedback forms written feedback comments and advice on the TULC Assessment Counselling Form Assignment submission Students should submit an assessment task in hard-copy and in electronic form. They are required to include a signed and completed cover sheet and keep a copy of all work submitted. For group assessment tasks, each member of the group is required to sign the cover sheet, and each student will receive written feedback on their group assessment task. Students complete assessments Feedback on assessment tools from students and teachers is collected and analysed. Teachers enter grades in the Progress Assessment Chart Teachers enter grades in the Final Grade Form One on one counselling sessions with students Program Manager (ELICOS) meets with teachers to finalise grades and discuss borderline results/students at risk/intervention strategy Teachers complete the Assessment Counselling Form and students sign it Assessment grading criteria Both General English and Academic English courses at TULC are assessed using a variety of methods, usually culminating in the award of a single final mark out of 100 for each macro skill. The mark determines the associated final grade/level based on an adapted version of the Common European Reference Levels. Please refer to Appendix 1 for a detailed explanation of these grades/levels. PR_AC_006 ELICOS Assessment Page 4 of 6

5 APPENDIX 1 General English Levels: Elementary ( General ) Elementary- Upper Elementary (General ) Pre (General ) Lower (General) Listening Speaking Reading Writing Can provide personal Can understand very information and talk short, simple texts. about favourite topics A1+ Can understand phrases and expressions related to familiar topics. A2 Can grasp the main point in short, clear, simple messages and announcements. A2+ Able to understand most points in short, clear and simple sentences and announcements. B1 Can understand the main points of clear standard speech. Can understand simple technical information. Can follow detailed directions. Uses basic sentence patterns in order to communicate in simple everyday situations. Can make very short utterances. Can link groups of words with simple connectors like and, but, so or because. Can connect phrases in a simple way in order to describe experiences and events. Can narrate a story or relate the plot of a book or film. Can understand short, simple texts. Can read in simple everyday material (e.g. flyers, menus). Can understand short simple personal letters. Can identify a small range of text types, e.g. notes, messages, advertisements etc. Can understand texts with high-frequency every day or job-related language. Can recognise significant points in straightforward newspaper articles. Can write short, simple sentences. Can write short, simple notes and messages. Can write a very short personal letter. May use a limited range of cohesive and structural devices in his/her text. Can write straightforward, detailed descriptions and accounts of experiences on familiar subjects. Academic English Levels: Lower (Academic) B1 Can understand the main points of clear standard speech. Can understand simple technical information. Can follow basic academic based conversations. Can connect phrases in a simple way in order to describe experiences and events. Can prepare and deliver short informal presentations on current events and/or personal issues. Can understand texts with high-frequency every day or job-related language. Can recognise significant points in basic nonacademic and academic texts. Can write straightforward, detailed descriptions on familiar subjects in paragraph form. (Academic) B1+ Can understand factual information about common every day topics. Can understand simple spoken text across a range of academic genres. Can communicate with some confidence on familiar routine matters. Can express thoughts on more abstract, cultural or academic topics. Can identify the main conclusions in clearly signalled argumentative texts. Can scan longer texts in order to locate desired information. Can write short, simple essays on topics of interest. Can summarise and report factual information on familiar routine matters. Upper (Academic) B2 Can understand extended speech and lectures. Can understand standard spoken text across a range of academic genres. Can take an active part in discussion in familiar contexts. Can present clear, detailed descriptions on a wide range of subjects. Can read most articles and reports. Can understand written content from academic texts. Can write clear, detailed texts on a wide range of subjects. Can create explanation texts, explaining how or why things occur. Lower Advanced ( Academic) B2+ Can understand more complex spoken language encountered in academic or professional life. Can use the language fluently and accurately on a wide range of general or academic topics. Can help the discussion along on familiar ground. Can read texts with a large degree of independence. Can understand lengthy, complex written content from academic texts. Can write an essay or report, passing on information or giving reasons for or against a particular point of view. Advanced C1 Can understand extended speech even when not Has a good command of a broad range of language. Can understand long and complex academic and Can write clear, wellstructured, extended, PR_AC_006 ELICOS Assessment Page 5 of 6

6 clearly structured or explicitly signalled. Can easily follow complex interactions in group discussion and debate on a wide range of academic topics. Can prepare and deliver well-structured presentations on a wide range of academic topics. Consistently maintains a high degree of grammatical accuracy. literary texts. Can understand specialised articles and longer technical instructions. academic text types. He/she can select the style appropriate to the target reader. Copyright: Council of Europe Common European Framework of Reference for Languages: Learning, Teaching, Assessment. PR_AC_006 ELICOS Assessment Page 6 of 6