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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J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 67<br />
Can underst<str<strong>on</strong>g>and</str<strong>on</strong>g> visual displays of data <str<strong>on</strong>g>and</str<strong>on</strong>g>/or<br />
results of data analyses (tables, charts,<br />
diagrams)<br />
Critical reading<br />
Can analyse argumentati<strong>on</strong> in academic texts<br />
Can evaluate argumentati<strong>on</strong> in academic texts<br />
Can support or refute argumentati<strong>on</strong> in<br />
academic texts<br />
Writing C<strong>on</strong>tent<br />
Can analyse the topic of the assignment<br />
Can produce relevant c<strong>on</strong>tent<br />
Can reproduce others’ ideas using my own<br />
words<br />
Can write c<strong>on</strong>cisely<br />
Can resp<strong>on</strong>d critically to input material<br />
(lectures, texts, discussi<strong>on</strong>s)<br />
Can produce well-supported argumentati<strong>on</strong><br />
Can produce effective c<strong>on</strong>clusi<strong>on</strong>s<br />
Organisati<strong>on</strong><br />
Can write informative introducti<strong>on</strong>s<br />
Can organise texts <strong>on</strong> the macro-level<br />
Can make appropriate use of headings <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
sub-headings<br />
Can use paragraphs<br />
Acknowledging sources<br />
Can use proper c<strong>on</strong>venti<strong>on</strong>s to acknowledge<br />
sources<br />
When paraphrasing<br />
When quoting verbatim<br />
Can c<strong>on</strong>struct bibliography correctly<br />
Language<br />
Can produce grammatically correct text<br />
Can select appropriate vocabulary<br />
Can use the appropriate academic style<br />
Can use spell-checker<br />
Can use appropriate punctuati<strong>on</strong><br />
Appendix C. Inventory of course assessment instruments<br />
Our evidence suggests that the<br />
student<br />
Has this ability Has had some<br />
difficulty<br />
Instrument When used Functi<strong>on</strong> Descripti<strong>on</strong> Where kept<br />
Initial grammar test Day 1 Grouping,<br />
diagnosis<br />
Initial listening test Day 1 Grouping,<br />
diagnosis<br />
Grammar in c<strong>on</strong>text—mcq,<br />
short answer, gap-filling,<br />
re-ordering<br />
TEEP-style ‘communicative<br />
dictati<strong>on</strong>’—underst<str<strong>on</strong>g>and</str<strong>on</strong>g>ing of<br />
key point<br />
Tutor’s file<br />
Tutor’s file<br />
We have no<br />
evidence<br />
(c<strong>on</strong>tinued <strong>on</strong> next page)