3. Contents
A. Challenges Students Face when Participating in EMI Courses
B. Building Participation in EMI Courses
C. Facilitating Student Interaction and Group Work
D.Case Study: Structuring Group Work
E. Overview of Assessment in EMI
F. Assessment Options for EMI Courses
G. Assessment for Learning
H.Case Study of a Capstone Project
I. Creating Rubrics
J. Sample Rubrics
4. Challenges Students Face when
Participating in EMI Courses
1. Course Design
➔When we design our EMI course, we have to create it so that
we give students many opportunities to participate.
2. Course Materials
➔Students with lower English proficiency levels and who
cannot fully understand the content will obviously struggle to
participate.
5. Challenges Students Face when
Participating in EMI Courses
3. Nervousness or low self-confidence in speaking
English
➔Students who feel nervous about their pronunciation,
vocabulary, or rate of speaking will be less likely to speak in
front of a larger group, but they are often more willing to
speak in small groups.
4. Fears of negative feedback
➔Students can worry that their instructor will be overly critical
of them, will grade them down, or will think poorly of them.
6. Challenges Students Face when
Participating in EMI Courses
5. Cultural considerations
➔ In some cultures, participation and public speaking is expected
and is widely practiced in schools.
6. Gender equality in class participation
➔ In many cultures, female students speak in class less often than
do male students.
7. Differences in participation expectations
➔ Faculty and students can have different expectations for how
much students should participate.
7. Building Participation in EMI Courses
1. Prompts with picture- The purpose is to help
students become more comfortable speaking in
class and using visual support to elicit questions
from students.
2.Pass the ball- The purpose is for everyone to
have an opportunity to participate.
8. 3. Lase the Pointer Pointing- The purpose is to get
students talking in class and to help them focus on the
content.
4. Tournament- The purpose is to help students study
collaboratively.
5. Pros and Cons- The purpose of this activity is to
help students review content.
9. Facilitating Student Interaction
and Group Work
➔ Get students engaged in the content and ideas
➔ Engage students in critical thinking
➔ Create specific and detailed activities or prompts
➔ Circle the room and check on students
➔ Correct students’ English only when necessary
10. Case Study: Structuring Group Work
1. Group students into groups of two
2. Each group is given the assignment to work together and each
person in the group makes their own video, one per person.
3. Ask each person to upload their video to a shared space.
4. Show a few randomly selected videos to the class
5. Grade the videos shown to the class ,using a rubric that you
shared with students at the beginning of the project.
6. Students feedback
11. Overview of Assessment in EMI
➔ Key Terms:
Assessment: The action or an instance of making a judgment
about something
Grade: A mark indicating a degree of accomplishment in school
Autonomy: The quality or state of being self-governing
Formative: Constructive
Summative: Cumulative
12. Overview of Assessment in EMI
Assessment - assessment means any type of evaluation of
student work, such as tests or quizzes, presentations,
reports, papers, in-class activities, or homework. Often, it
means something you assign a grade for.
13. 2 Main Types of Assessments
1. Formative Assessment - Formative assessment,
formative evaluation, formative feedback, or assessment
for learning, including diagnostic testing, is a range of
formal and informal assessment procedures conducted
by teachers during the learning process in order to
modify teaching and learning activities to improve
student attainment
14. 1. Background Knowledge Probe
- Useful for assessing facts and also assessing students’ ability to
reflect.
2. Application Card
- Being done after the course material is covered
3. Quizzes
- Graded or ungraded. Can be offered during class or homework to
be done online.
4. Group Problem-Solving Activities
- Put students in group and give problem to solve.
Examples of Formative Assessment
15. 2 Main Types of Assessments
2. Summative Assessment - Used at the end of a unit or
term and the purpose is to assign grades. Typically use
summative assessment at the end of a unit or the course.
16. Assessment Option for EMI Courses
Key Principles in EMI Assessment
1. Assessment should be ongoing
➔Teachers should have a formative assessment
approximately every week and a summative assessment
at the end of each unit.
2. Remember feedback and grading
➔Teachers should provide rubrics to outline criteria so
that students understand their performance.
17. Assessment Option for EMI Courses
Key Principles in EMI Assessment
2. Remember feedback and grading
➔Example of feedback options:
A. One-on-one or group conferences
B. Audio or video recording
C. Ungraded formative assessment
18. Assessment Option for EMI Courses
Key Principles in EMI Assessment
3. Students should not be surprised by the graded
assessment
➔Students should understand the assessment before they are
graded.
4. Don’t over-assess your students
➔Students should not feel constant pressure to perform or
have a hard time keeping up with content.
19. Assessment Option for EMI Courses
Key Principles in EMI Assessment
4. Don’t over-assess your students
➔Two Types of Assessment
a. Direct assessment – it is when students and instructor can
see how well the student did.
b. Indirect assessment – it is when the instructor observes the
students in class or interviews students about their learning,
which is not graded.
20. Assessment Option for EMI Courses
1. Classroom Assessment Techniques (CATs)
➔It provide immediate feedback about the whole class’s
understanding of course content, not what individual students
understand.
➔CATs are a type of formative assessment.
➔Here are some examples of CAT techniques:
Minute Paper Muddiest Point
Lecture Reaction Concept Maps
21.
22. Assessment Option for EMI Courses
2. Capstone Projects
➔They show how well students can integrate and apply
information.
➔They are very effective for students who are nearing
graduation.
➔These capstone projects can be put online so students can
share them with future employers.
23.
24. Assessment Option for EMI Courses
3. Portfolios (print-based or online)
➔is a collection of materials that are created and assembled by
the student.
➔can contain text, images, audio clips, or other files
➔can be printed for a binder or book, or it can be an e-portfolio.
➔used for both summative and formative assessments.
25. Assessment Option for EMI Courses
4. Presentations
➔presentations can be individual or group work, and they can be
summative or formative.
➔can be done in-person, or they can be recorded for the
instructor and peers to watch as homework.
26. Assessment Option for EMI Courses
5. Papers or Reports
➔Papers can be written individually or as group projects,
formative or summative, long or short, and they can be formal
or informal.
27. Assessment Option for EMI Courses
5. Papers or Reports
➔To lower risk of plagiarism, teachers can try these ideas:
• Choose topics that are difficult for students.
• Ask students to submit drafts of their paper.
• Look for inconsistent parts of students’ papers
• Explain to students why it is important to do their own work.
• Assign interesting topics so students can connect what they are
learning to their lives and careers.
28. Assessment Option for EMI Courses
5. Papers or Reports
➔Papers can also be more formal, such as lab reports.
29.
30. Assessment for Learning
Here are the key principles to keep in mind so that you can create
assessments that help students learn:
1. The first principle for assessment for learning is to help
students become active in their own learning.
2. The second is to give effective feedback to students.
3. Our third principle for assessment for learning is to give
students opportunities to reflect on their own learning.
31. Case Study of a Capstone Project
CAPSTONE PROJECT
➔projects at the end of the course
➔the goal is to Have students create something, or do a
project, that is related to all the coursework and is also
relevant to their futures
32. How to arrange the Capstone Project ?
1. Talk about the course and what kind of subject will be
discussed with the business owner.
2. Let the students visit the actual place of the business.
3. The students will analyze the information and write up their
case study.
33. Outline/Structure for the Project
1. INTRODUCTION
➔exposing the objectives of the work and provide an adequate
background
2. MATERIALS AND METHODS
➔produce enough detail to allow the work to be produced
3. RESULTS
➔it should be clear and concise
34. Outline/Structure for the Project
4. DISCUSSION
➔it should explore the significance of the results of the work,
not repeat them
5. CONCLUSIONS
➔must be presented in a short Conclusions section
6. REFERENCES
➔in alphabetical order and should be listed at the end of the
text
35. Creating Rubrics
Part A: Write background information for this rubric.
Part B: Create your rubric.
Creating rubrics by following these steps:
- Write 3-5 criteria you will assess on the left side of the
rubric
- Write 3 performance levels across the top of the
rubric.
36. Creating Rubrics
- Write a performance descriptor for each criteria level.
- Create the layout of your rubric.
- Check that the description are comprehensive, concise,
clear and match the student learning objectives and the
assignment.
37. Creating Rubrics
Part C: Ask group peers for specific feedback
- Write at least one area of feedback you would like to
receive from your peers.
- Tip: Make sure your question is specific and clear for
your peers.
2.Submit your activity
3. Comment on at least one peer’s rubric activity.
38. Sample Rubrics
According to Stevens & Levi, 2012
➔They specify for students exactly what the expectations are for
the assignment.
➔They provide clear feedback to students.
➔They help instructors create a well-organized assignment and
then teach what students need in order to succeed in the
assignment.
➔They can be customized for different assignments.
➔They increase fairness for students since instructors can focus on
if each student has met expectations.
43. Prepared by:
GROUP IV
Ame, Reynald Jay
Cascayan, Charrise
De la Cruz, Midsy M.
Garduque, Alliah
Pascua, Estephanie
Rico, Jhon Joseph
Sahagun, Camille B.
Tumaneng, Decerhey C.
Valdez, Pelagie D.
BEEd 3- B
