Assessing and reporting performances on pre-sessional EAP courses
Assessing and reporting performances on pre-sessional EAP courses
Assessing and reporting performances on pre-sessional EAP courses
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the importance of getting it right. We hope that this paper will encourage this work to move into<br />
the public domain so that we can all benefit from the insights gained.<br />
Appendix A. End-of-course profile, English for Academic Purposes course 2001<br />
NAME: XX XXX<br />
Skill Comments<br />
LISTENING She did not, to begin with, underst<str<strong>on</strong>g>and</str<strong>on</strong>g> very much of what was said to her, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
this probably accounted for the fact that she did not make as much progress as<br />
she should have during the first two weeks. However, in week 4 she suddenly<br />
appeared to underst<str<strong>on</strong>g>and</str<strong>on</strong>g> more of what was said, <str<strong>on</strong>g>and</str<strong>on</strong>g> showed more progress<br />
ORAL PRESENTATION Her oral <strong>pre</strong>sentati<strong>on</strong> was fine, <str<strong>on</strong>g>and</str<strong>on</strong>g> no doubt her <strong>pre</strong>sentati<strong>on</strong>s will get even<br />
better with practice. She needs to think carefully though about how much<br />
informati<strong>on</strong> she can usefully fit <strong>on</strong> overhead transparencies<br />
GROUP DISCUSSION She tended to be <strong>on</strong> the quiet side for the first half of the course but her<br />
participati<strong>on</strong> improved in the final week. She knows that she should talk<br />
more <str<strong>on</strong>g>and</str<strong>on</strong>g> says she will do her best to speak more in her undergraduate classes<br />
READING She initially had trouble underst<str<strong>on</strong>g>and</str<strong>on</strong>g>ing the materials she was supposed to<br />
read, but she is using better reading strategies <str<strong>on</strong>g>and</str<strong>on</strong>g> her reading is now getting<br />
quicker <str<strong>on</strong>g>and</str<strong>on</strong>g> better focussed<br />
WRITING For the first two weeks I did not see any improvement, but in the third week,<br />
when she word-processed her essay, there seemed to be a great improvement.<br />
She did not hesitate to give her own views, <str<strong>on</strong>g>and</str<strong>on</strong>g> she succeeded in making it<br />
clear that these were indeed her own views<br />
Additi<strong>on</strong>al comments:<br />
XXX’s problem at the moment is mainly linguistic. She was a very c<strong>on</strong>scientious student, but<br />
she had such difficulties with English syntax <str<strong>on</strong>g>and</str<strong>on</strong>g> vocabulary that she was not able, until week 4<br />
of the course, to dem<strong>on</strong>strate her improvement in study skills. However, in this final week her<br />
com<strong>pre</strong>hensi<strong>on</strong> suddenly improved; she spoke more <str<strong>on</strong>g>and</str<strong>on</strong>g> appeared to be more c<strong>on</strong>fident.<br />
Academic tutor course.<br />
Course Co-ordinator’s signature.<br />
Date: 1st October 2001<br />
Appendix B. Final assessment checklist (the full versi<strong>on</strong> is available at http://www.ling.<br />
lancs.ac.uk/groups/ltrg/docs/ssreport.pdf)<br />
Oral skills<br />
J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 65<br />
Listening Speed<br />
Can resp<strong>on</strong>d quickly to what is said to him/her<br />
Note-taking<br />
Can underst<str<strong>on</strong>g>and</str<strong>on</strong>g> the gist of lectures<br />
Can underst<str<strong>on</strong>g>and</str<strong>on</strong>g> the gist of seminar discussi<strong>on</strong>s<br />
Can identify the main points in a lecture<br />
Can identify the main points in a seminar discussi<strong>on</strong><br />
Our evidence suggests<br />
that the student<br />
Has this<br />
ability<br />
Has had<br />
some<br />
difficulty<br />
We have no<br />
evidence<br />
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