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This document provides an introduction to Delta Module Three, which focuses on developing candidates' knowledge in a chosen area of English language teaching specialization. To complete the module, candidates must conduct a needs analysis on a specific group of learners and develop a 4,000-4,500 word extended assignment presenting a course proposal based on this analysis. The assignment will be assessed on the candidate's grasp of the topic area, the quality of the needs analysis, the course proposal, proposed assessments, and the overall presentation. Regular communication during the module will include face-to-face sessions, Skype tutorials, and feedback via email and an online wiki.
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This document discusses needs analysis and diagnostic testing for an English language teaching course. It provides guidance on collecting needs analysis data through various methods like interviews and questionnaires. It also discusses different diagnostic testing techniques like formal and informal testing as well as objective and subjective tests. Students are advised to consider different forms of diagnostic testing for their assignment, including their rationale for choosing certain tests and limitations. Key questions are provided to guide students in analyzing the needs of their specialist group and identifying language areas to focus on based on diagnostic test results.
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Full download : https://goo.gl/bkwNwJ
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
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This document outlines the module for Estimating, which is a core module in the Bachelor of Quantity Surveying program. The module aims to develop students' skills in estimating materials, components, and construction costs. It will cover terminology, factors that influence pricing, and different estimating methods. Students will be assessed through assignments, a group tender submission project, and a final exam that tests their ability to apply estimating concepts and calculate costs. They must also complete a portfolio demonstrating their achievement of learning outcomes.
Developing a competency-based curriculum
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
Different Classification of Assessment.pptx
This document discusses different classifications of assessments according to their purpose, form, function, the type of learning they measure, and how results are interpreted. It describes educational assessments which track student growth and performance, and psychological assessments which measure cognitive and non-cognitive traits. Paper-and-pencil tests typically have single correct answers while performance assessments require tasks and demonstrations. Standardized tests have fixed administration while teacher-made tests are more flexible. Achievement tests measure learning from instruction and aptitude tests measure characteristics influencing behavior. Speed tests are easy with time limits while power tests have increasing difficulty but sufficient time. Criterion-referenced tests compare scores to standards, while norm-referenced tests compare scores to statistical norms.
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This document provides information about the Master of Computer Application (MCA) program for the second semester. It outlines the course structure, details of the second semester courses, assessments and examination criteria. The second semester will include courses in data structures and algorithms, network security, research methodology, and two electives. Students will be assessed through internal and end-term examinations, and must obtain minimum marks in each to pass. Important dates for assessments and the examination are also provided.
TESTA Interactive Masterclass
This document summarizes an interactive masterclass on the TESTA (Transforming the Experience of Students Through Assessment) programme approach. The masterclass discusses the rationale for taking a programme approach to assessment, including addressing modular problems, curriculum problems, and student alienation. Methods discussed include conducting a TESTA programme audit and using an Assessment Experience Questionnaire and student focus groups to gather data. Key themes covered are high summative assessment loads, disconnected feedback between assignments, and student confusion about assessment goals and standards. Strategies presented to improve assessment include increasing formative assessment, providing more dialogic feedback, and helping students internalize assessment criteria.
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Orientation for P1-3 Assessment
The document outlines Texas Tech University's College of Education's 3-phase instruction and evaluation reform process aimed at developing students' mastery of a trademark outcome to set graduates apart from others in their fields, with Phase 1 focusing on knowledge acquisition, Phase 2 on applying skills, and Phase 3 on real-world practical application and evaluation of skills. Students will be evaluated through apply and evaluate course assignments and end of phase assessments using rubrics to ensure progress towards mastering their program's trademark outcome.
Co ct1
This document outlines the module outline for Construction Technology 1, a core module for the Bachelor of Quantity Surveying programme. It details the module objectives, learning outcomes, assessment components, topics to be covered, lecture and tutorial schedule, and references. The module aims to provide understanding of building components, construction processes, and materials used in residential buildings.
Co ct1
This document outlines the module for Construction Technology 1, which is a core 4-credit module for Bachelor of Quantity Surveying students. The module aims to provide understanding of building components and their functions. Assessment includes assignments, a mid-term test, final exam, and portfolio. Students will be evaluated on their understanding of construction principles and practices, building definitions, material selection, and erection implementation.
Module outline CT1
This document outlines the module outline for Construction Technology 1, a core module for the Bachelor of Quantity Surveying programme. It details the module objectives, learning outcomes, assessment components, topics to be covered, lecture and tutorial schedule, and references. The module aims to provide understanding of building components, construction processes, and materials used in residential buildings.
Assessment In Higher Education Syllabus
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SEU Management the Blue Sky Project Case Questions.docx
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Measurement and Assessment in Teaching 11th Edition Miller Test Bank
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Discourse
The document is an excerpt from a Cambridge Delta Module on discourse. It defines discourse as any connected piece of speaking or writing and explains that discourse analysis looks at patterns of language beyond individual words or sentences. It then provides examples of emails between Neil McMahon, the Director of Studies at IH Buenos Aires, and Professor Michael Hoey regarding Neil's request for a copy of one of Professor Hoey's presentations on lexical priming theory to use in teacher training. Professor Hoey apologizes for the delay in responding, having returned from travel to find over 650 emails. He agrees to send the presentation materials to Neil.
Language acquisition
The document outlines 10 principles for effective second language acquisition: 1) Instruction should develop formulaic expressions and rule-based competence. 2) Instruction should focus on meaning. 3) Instruction should also focus on language form. 4) Instruction should develop implicit knowledge while not neglecting explicit knowledge. 5) Instruction should consider a learner's natural syllabus. 6) Successful learning requires extensive input. 7) It also requires opportunities for student output. 8) Interaction is central to proficiency. 9) Instruction must account for individual differences. 10) Assessment should examine both controlled and free production.
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The document discusses various options for handling exercises and materials from course books and resources for Cambridge Delta Modules. It suggests leaving exercises out and moving on, doing exercises briefly, supplementing with other activities, creating original materials, adapting existing materials, and simplifying graded texts by reformulating complex structures, reworking old-fashioned usage, and replacing low-frequency vocabulary.
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The document discusses various topics relating to grammar, including:
- Descriptive vs prescriptive grammar
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- Types of conditionals and examples
- Features of English verb tenses and forms like the future-in-the-past
- Critiques that English grammar concepts like conditionals have little linguistic reality
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- Questions about approaches, accuracy of taught grammar, and learner problems.
Speaking
The document discusses various aspects of speaking, including conceptualization (shaping discourse content), formulation (word choice, grammar, stress), articulation (how sounds are made), and self-monitoring (abandoning or rephrasing statements). It also mentions turn-taking in conversations, recognizing appropriate moments to speak or yield the floor, and Grice's maxims of quantity, quality, relation, and manner for conversations. Finally, it lists titles of several English language textbooks.
John+field+presentation
The document proposes a process approach to teaching listening that focuses on the underlying skills and strategies involved in listening rather than just testing comprehension. It discusses 3 key aspects: 1) Understanding the challenges of the listening input. 2) Modeling the processes used by expert listeners. 3) Enabling learners to develop strategies to cope with unfamiliar language through focused practice of subskills. The goal is to train learners to become better listeners by practicing underlying skills rather than just testing comprehension.
Approaches and methods
The document discusses different approaches and methods for teaching Cambridge Delta Modules, including neuro-linguistic programming, content-based instruction, and task-based learning. It provides information about Module One and links to the website www.ih-buenosaires.com.
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The document discusses phonology and pronunciation issues for Spanish learners of English. It states that the teacher is informed about pronunciation difficulties for learners, knows the differences between the learners' L1 (Spanish) and English phonology, and works to integrate pronunciation practice. It also provides a quiz with true/false statements about pronunciation challenges for Spanish speakers learning English sounds.
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The document discusses vocabulary and its teaching based on a Cambridge Delta Module One exam. It includes 15 multiple choice questions on topics like factors that affect readability, strategies for learning new words, and testing vocabulary knowledge. It also discusses techniques for teaching vocabulary like eliciting, checking, drilling, and boarding new words. Suggested activities include having students create crossword puzzles using new vocabulary and analyzing phrases to identify features. The focus is on assessing understanding of vocabulary concepts and providing strategies and examples of best practices for teaching vocabulary to language learners.
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The document discusses the format of a listening course and the skills developed through listening tasks. It distinguishes between subskills that native speakers possess and must be acquired by non-natives, such as auditory phonetics and patterns of reference, and compensatory strategies that are transferred from the first language to help listening ability. Examples of listening tasks are provided that demonstrate interactional versus transactional listening and bottom-up versus top-down processing, such as a driving lesson requiring interactional and bottom-up skills and cockpit party banter involving interactional and top-down approaches.
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The document discusses key concepts in reading, including defining what a text is, different genres of texts, and Grellet's reading subskills. It provides examples of various genres like fairy tales, medical prescriptions, recipes, news items, notices, travel brochures, notes, reports, detective stories, letters of complaint, postcards, proverbs, instructions, and diaries. It also lists and discusses 18 different reading subskills, such as guessing meaning from context, understanding stated meaning, deducing meaning from context, understanding textual cohesion, gist reading and summarizing, scanning for specific information, identifying the main point, and interpreting the text. The document appears to be about teaching reading and covers topics like what native
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Delta 3 intro meet
- 1. Delta Module Three Extending practice and English language teaching specialisation Neil McMahon Delta 3 1
- 2. 2 Session One: Friday August20th 3pm Introduction to course and to assignment Neil McMahon Delta 3
- 3. Delta Module Three – Introduction Neil McMahon Delta 3 3
- 4. Module Three aims to develop candidates’ knowledge of and competence in: a chosen specialism approaches to needs analysis curriculum and syllabus design principles different types of syllabus course design and evaluation assessment of learners 4 Neil McMahon Delta 3
- 5. To achieve these aims, candidates need to: research a chosen specialism Neil McMahon Delta 3 5
- 6. To achieve these aims, candidates need to: understand and use appropriate methods of needs analysis / diagnostic assessment for a specific group of learners Neil McMahon Delta 3 6
- 7. To achieve these aims, candidates need to: understand and apply key principles underpinning syllabus design and course planning Neil McMahon Delta 3 7
- 8. To achieve these aims, candidates need to: consider learner assessment and course evaluation Neil McMahon Delta 3 8
- 9. To achieve these aims, candidates need to: synthesise all their learning into a project which can be coherently presented to a third party. Neil McMahon Delta 3 9
- 10. Introductory Quiz The full syllabus can be downloaded at www.CambridgeESOL.org/ exams/teaching-awards/ deltamodular.html Neil McMahon Delta 3 10
- 11. Introductory Quiz The module is assessed by means of a 4,000-4,500 word Extended Assignment Neil McMahon Delta 3 11
- 12. Introductory Quiz Candidates must select one specialism where the candidate already has experience or one which they would like to explore for future employment Neil McMahon Delta 3 12
- 13. Introductory Quiz The chosen specialism can be narrowed down from those on the official list in order to research a specific aspect in appropriate depth. Neil McMahon Delta 3 13
- 14. Introductory Quiz The Module Three Extended Assignment is assessed with reference to a detailed mark scheme which allocates marks for each of five assessment categories, each of which is divided into three sub-categories. Neil McMahon Delta 3 14
- 15. Introductory Quiz Extended Assignment results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). Neil McMahon Delta 3 15
- 16. Introductory Quiz The assignment is submitted electronically to the centre. Neil McMahon Delta 3 16
- 17. Introductory Quiz The assignment consists of five parts: (1) Specialist topic area (2) Needs analysis (3) Course proposal (4) Assessment (5) Conclusion Neil McMahon Delta 3 17
- 18. Introductory Quiz An individual learner may be chosen as a specialist subject for this assignment. Neil McMahon Delta 3 18
- 19. How will your assignment be marked? Neil McMahon Delta 3 19
- 20. Grasp of topic – maximum 35 marks • Review of the relevant literature in the topic area • Understanding of key issues in the topic area • Application of knowledge to practice and identification of key issues Neil McMahon Delta 3 20
- 21. Needs analysis and commentary – maximum 28 marks • Key principles of needs analysis and diagnostic testing • Analysis of the diagnostic test and identification of learner needs • Discussion and justification of priorities supported by the needs analysis Neil McMahon Delta 3 21
- 22. Course proposal – maximum 35 marks • Key principles of syllabus and course design • Justification of learning aims, teaching approach and the course in terms of learner needs • Design of the course Neil McMahon Delta 3 22
- 23. Assessment – maximum 28 marks • Key principles of different types of assessment • Justification of assessment procedures in terms of course design and learner needs • Application of assessment procedures Neil McMahon Delta 3 23
- 24. Presentation and organisation – maximum 14 marks • Academic writing, language and referencing • Presentation, coherence and organisation • Clarity of argument and quality of ideas Neil McMahon Delta 3 24
- 25. Step by Step (1) Introduction (2) Needs analysis (3) Course proposal (4) Assessment (5) Conclusion Neil McMahon Delta 3 25
- 26. How will we communicate on the course? Neil McMahon Delta 3 26
- 27. Course Communication 4 Face to Face Input Sessions 5 Skype Tutorials Emailing draft sections Annotated feedback PB Wiki support Neil McMahon Delta 3 27