1. Types of Assessment
Initial/Diagnostic, Formative, Summative/Final assessment and giving and receiving feedback

2. Alternative types of assessment
Continuous assessment
Observation
Portfolio,
Presentations,
Reflective Logs
Interviews.

3. Developing assessment tools and materials
Principles of assessment
Assessment for specific purposes
Assessment in accordance with CEFR descriptors

4. Practicum
Opportunities to observe ESOL lessons
Feedback on developing and teaching a lesson
Reflecting on feedback and acting on feedback from students and stakeholders
Experiential application of assessment principles while reflecting upon others’ and own teaching

1. Portfolio: LO 1,2,3
The portfolio will consist of:
a. A reflective journal (with reference to literature) outlining the learning gained observing experienced teacher/s teaching ESOL, with reference to assessment strategies, theories and feedback. The journal should refer to at least 15 hours of observations with a minimum of 8 lessons (2,000 words)
b. A reflection of one observed lesson taught in a classroom (or on a one-to-one basis), outlining the chosen methods of assessing the impact on the students’ learning. (1,000 words)
c. An Action Plan outlining future development needs (equivalent to 1,000 words)

This module will be delivered in distance learning mode. Regular synchronous sessions will be scheduled to be held and there will be clear expectations for contact time and independent study. Learners will collaborate with staff and peers in a dynamic learning environment. They will engage with content via video conferencing lectures and will be supported by 24/7 access to a wide range of online asynchronous resources on the VLE - Moodle.

There will be opportunities to engage in group discussion and independent work, reflection questions, and formative assessment, to enhance understanding of key concepts and to develop a critical awareness of theoretical constraints that underlie practical application. There will be regular opportunities for interaction with the tutor and other students and regular feedback from the tutors, peers and encouragement to self-assess.

The teaching approaches will include presentations, group discussions, case studies, forum discussions and critical exploration of journal publications. There will be a strong emphasis on activity-focused learning and participants are expected to actively engage in all online sessions. In addition, participants are required to engage in independent study to consolidate and build upon their learning in taught sessions. A variety of multi-media resources will be employed, such as: Padlet, Socrative, Kahoot! Moodle Wikis, Blogs, Forums and Hot Potatoes. There will be regular tutorials including tutorial with the academic mentor to ensure that engagement and motivation are promoted.

There will be a strong emphasis on activity-focused learning and participants are expected to actively engage in all online sessions, beyond the hours required to observe experiences teachers at work. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions.

The module demands a variety of delivery modes and learning strategies as it relates to practical teacher education. Focusing on the theme of Assessment, insightful knowledge into students’ learning assessment practices will be gained through lectures, discussions and authentic case studies provided by both instructors and students. Students are expected to be actively engaged in the learning process and co-create content according to their needs and their special interests. For their Practicum, students will observe lessons onsite at various levels and in different classroom types. They will refer to and receive guidance from mentors in the language schools they will make the observations, while they will also keep an observation log reflecting on their own experience and learning. Thus, experiential learning of assessment modes and practices will be achieved. Throughout the Practicum, communities of practice and forum discussions will reinforce collaboration among students. They are also expected to manifest creativity and strong decision-making skills, aided by instructors, mentors and peers. In fact, mastery and critical utilization of the knowledge acquired during the course is expected to be exhibited and critically evaluated.

Demonstrate a critical awareness of and reflect upon various types of assessment and feedback Knowledge and Understanding, Reflection

Critically evaluate lesson plans and teaching strategies in terms of effectiveness and impact on students’ learning Communication, Analysis, Enquiry, Reflection

Demonstrate reflexive practice to self-assess and self-direct own teaching strategies and process feedback from students and stakeholders, and act autonomously to moderate own teaching practices accordingly. Problem-solving, Reflection,

University and Unicert library
Private language schools
IT facilities
Presentation facilities
VLE - Moodle

Moon, R. T., Brighton, C. M., & Tomlinson, C. A. (2020). Using Differentiated Classroom Assessment to Enhance Student Learning. NY: Taylor & Francis.
Walsh, S. & Mann, S. (2019). The Routledge Handbook of English Language Teacher Education. NY: Routledge.
Bassot, B. (2015). The reflective practice guide: An interdisciplinary approach to critical reflection. NY: Routledge.
Bailey, S (2016). The Essentials of Academic Writing for International Students. London: Routledge

Academic writing and critical thinking:
https://libguides.staffs.ac.uk/academic_writing

None

This module focuses on evaluating different types of assessment used formatively and summatively in ESOL teaching and learning. There will be opportunities to research alternative assessment strategies and engage with the principles of assessment. You will be expected to develop assessment tools and become familiar with the levels in the CEFR of Language.