COURSE DESIGN
The overall aim of the course
why you should study it
The overall aim of the course is to teach you how to design and evaluate language courses, how to select and develop materials for them.
Outcome 1: Design and evaluate language courses
what you will be able to do in terms of syllabus design
Here's what you will be able to do after successfully completing Semester 1:
- analyse learners' needs;
- evaluate the context of learning;
- set the goal(s) of courses and write intended learning outcomes;
- apply research-based principles of course design;
- sequence the material of your course;
- prepare the course outline;
- develop assessment tools;
- choose appropriate format of your course;
- design a motivational syllabus;
- evaluate language courses.
Outcome 2: Select and develop materials for language courses
what you will be able to do in terms of materials development
Here's what you will be able to do after successfully completing semester 2:
- create materials for teaching different skills (reading, writing, etc.) and systems (e.g., vocabulary);
- adapt existing materials for your course;
- transform authentic resources (e.g., movies, podcasts) into teaching materials;
- design customised tasks based on available resources.
Semester 1: Projects
what will help you demonstrate your skills
The tasks are aimed at sharing your vision for teaching and providing basic information of a course you want to design.
GROUP PROJECTS
In the first semester, your practical work will take the form of group projects. As you get to know each other better, you will form 5–7 teams, each of which will carry out project assignments.
The teams must consist of 5–8 students.
The assignment will consist of the following steps:
1 Group formation (due date: September 26, 2024)
2 Ideas & hypotheses (due date: October 3, 2024)
3 Needs & context analysis (due date: October 24, 2024)
4 Learning outcomes (due date: October 31, 2024)
5 Syllabus & assessment system (due date: December 5, 2024)
GROUP PROJECTS
In the first semester, your practical work will take the form of group projects. As you get to know each other better, you will form 5–7 teams, each of which will carry out project assignments.
The teams must consist of 5–8 students.
The assignment will consist of the following steps:
1 Group formation (due date: September 26, 2024)
2 Ideas & hypotheses (due date: October 3, 2024)
3 Needs & context analysis (due date: October 24, 2024)
4 Learning outcomes (due date: October 31, 2024)
5 Syllabus & assessment system (due date: December 5, 2024)
Final project: Semester 1
what will help you demonstrate your skills at the end of the course
Course information & syllabus
At the end of the semester, you will give a presentation of your group projects at the final conference.
Semester 1 Project: Assessment Rubric & Requirements
Format of the project:
2021 Example
2023 Example
At the end of the semester, you will give a presentation of your group projects at the final conference.
Semester 1 Project: Assessment Rubric & Requirements
Format of the project:
- Course description for the instructor: Google Doc
- Course description for potential students: PDF / PPTX / Google Slides / etc.
- Course name
- Target audience & their characteristics
- Time and duration
- Purpose, objectives, and outcomes
- Principles of teaching, learning, and design you rely on
- List of topics & their sequencing
- Format of delivery
- Welcome statement & motivational description
2021 Example
2023 Example
Semester 2: Projects
what will help you demonstrate your skills
While studying different principles of materials development, you will deal with group and individual assignments. They will be announced on the course LMS.
OPTIONAL GROUP PROJECT (10 points): Authentic Resources and Technology Integration (Final project, group) — June 2024, 10 points
• Objective: to explore and utilize authentic resources and technology to develop materials and corresponding lesson plans
Project Components:
I. Resource Selection:
• Choose one type of authentic resource (e.g., podcasts, videos, music) for language teaching.
II. Principles of Selection and Adaptation:
• Investigate and articulate the main principles guiding the selection and adaptation of the chosen resource.
• Provide a rationale for how these principles enhance language learning.
III. Contextualization:
• Define the context for which the instructional materials were developed.
• Consider learner characteristics, learning outcomes, and the format of instruction.
IV. Instructional Material Development:
• Collaboratively create a set of instructional materials based on the chosen resource.
• Explore and incorporate relevant technologies that aid in adapting and implementing the chosen resources.
V. Presentation:
• Present your materials in class.
• Include the following aspects in the presentation:
1 Characteristics of the chosen resource (e.g., podcasts).
2 Principles of its selection and adaptation.
3 Showcase instructional materials and explain how they reflect:
– Outlined principles of selection and adaptation.
– Teaching systems and skills.
– Technology integration: discuss how existing tools might enhance the language learning experience.
Submission Requirements:
• Group submission of instructional materials.
• Group presentation slides (to be shared in advance).
OPTIONAL GROUP PROJECT (10 points): Authentic Resources and Technology Integration (Final project, group) — June 2024, 10 points
• Objective: to explore and utilize authentic resources and technology to develop materials and corresponding lesson plans
Project Components:
I. Resource Selection:
• Choose one type of authentic resource (e.g., podcasts, videos, music) for language teaching.
II. Principles of Selection and Adaptation:
• Investigate and articulate the main principles guiding the selection and adaptation of the chosen resource.
• Provide a rationale for how these principles enhance language learning.
III. Contextualization:
• Define the context for which the instructional materials were developed.
• Consider learner characteristics, learning outcomes, and the format of instruction.
IV. Instructional Material Development:
• Collaboratively create a set of instructional materials based on the chosen resource.
• Explore and incorporate relevant technologies that aid in adapting and implementing the chosen resources.
V. Presentation:
• Present your materials in class.
• Include the following aspects in the presentation:
1 Characteristics of the chosen resource (e.g., podcasts).
2 Principles of its selection and adaptation.
3 Showcase instructional materials and explain how they reflect:
– Outlined principles of selection and adaptation.
– Teaching systems and skills.
– Technology integration: discuss how existing tools might enhance the language learning experience.
Submission Requirements:
• Group submission of instructional materials.
• Group presentation slides (to be shared in advance).
Final project: Semester 2
what will help you demonstrate your skills at the end of the course
The main assignment is to present your course syllabus, its description (goals, principles, etc.) + materials developed for two units of the course.
In the second semester, your practical work will revolve around group projects (in 4-6 project teams), which will consist of these identical steps:
Part 1. Learning outcomes & course syllabus
The overall goal / mission of the course...
Choose 1 unit from your course syllabus & write out its learning outcomes; align them with the course learning outcomes.
Develop materials for the chosen unit (with the previously stated outcomes).
Part 3. Alignment of the project
Present a table that clearly aligns the unit outcomes with the course outcomes and the developed activities with the unit outcomes:
Course outcomes —> Unit Outcomes —> Learning activities
Part 4. Learning events
Demonstrate the connection between your materials & the learning events. The unit materials include all the learning events.
Part 5. Instruction for teachers
The instruction includes:
2022 Example
2024 Example
2025 Example
In the second semester, your practical work will revolve around group projects (in 4-6 project teams), which will consist of these identical steps:
Part 1. Learning outcomes & course syllabus
The overall goal / mission of the course...
- is focused and attention-grabbing,
- gives an idea of its possible content.
- support the course's mission / goal,
- seem to be measurable: the achievement of each outcome can be checked,
- are detailed and specific: each learning outcome specifies appropriate conditions for performance,
- presented in a logical / structured way,
- use an effective, action verb that targets the desired level of performance.
- it is connected with the course goal,
- it is connected with the chosen ELT method,
- the suggested topics / units may be of interest to the target audience.
Choose 1 unit from your course syllabus & write out its learning outcomes; align them with the course learning outcomes.
Develop materials for the chosen unit (with the previously stated outcomes).
Part 3. Alignment of the project
Present a table that clearly aligns the unit outcomes with the course outcomes and the developed activities with the unit outcomes:
Course outcomes —> Unit Outcomes —> Learning activities
Part 4. Learning events
Demonstrate the connection between your materials & the learning events. The unit materials include all the learning events.
Part 5. Instruction for teachers
The instruction includes:
- answer keys for all exercises;
- specific notes and comments about particular activities;
- possible extension of particular activities / presented materials (links to additional resources, wordlists, manuals, etc.
2022 Example
2024 Example
2025 Example
Assessment system
how the teacher will evaluate your work
Your score = points gained for:
— Compulsory part = 65 points max
• Participation in seminars
• Projects & assignments
— Final assessment = 20 points max
• Final (group) project = 10 points max
• Exam = 10–20 points max (1–2 questions to answer)
— Additional part = 15 points max
• Group project on authentic resources = 10 points max
• Attendance (more than 60 %) = 5 points max
4-point scale and the grading scheme:
less than 50 points = Fail
50—64 points = Satisfactory
65—84 points = Good
85—100 points = Excellent
The assessment rubric for the course will be available here.
- active participation in seminars (presenting homework, answering questions, group work, etc.)
- dealing with group projects
- final assessment
— Compulsory part = 65 points max
• Participation in seminars
• Projects & assignments
— Final assessment = 20 points max
• Final (group) project = 10 points max
• Exam = 10–20 points max (1–2 questions to answer)
— Additional part = 15 points max
• Group project on authentic resources = 10 points max
• Attendance (more than 60 %) = 5 points max
4-point scale and the grading scheme:
less than 50 points = Fail
50—64 points = Satisfactory
65—84 points = Good
85—100 points = Excellent
The assessment rubric for the course will be available here.
COURSE CONTENT
The main features of the course and its subject
How language syllabi are connected with current methods of language teaching
Choosing an appropriate model of instructional design
An overview of the most important stages of language course design
How to formulate SMART learning goals and objectives
What you need to know before planning
Identifying the theoretical foundations of your courses
How to plan a logical syllabus aligned with the learning outcomes
What to do to implement your syllabus
How to assess your students & prepare assessment tools
How to make your syllabus a motivational and supportive tool
Why it is vital to evaluate your courses before, during, and after their implementation
COURSE SYLLABUS
Semester 1
Semester 1
1. INSTRUCTIONAL DESIGN
The main features of the course and its subject
Theory & presentation
Pre-Course Questionnaire
Survey 1. Outcomes
Homework 1
Read the review of major language syllabus types (pp. 17–42):
2 Which of them have you encountered in your practice (as a learner or teacher)?
3 Which of them would be the most useful for courses you are teaching or planning to launch?
4 Do you know any other language syllabus types?
Discussion
After the classroom discussion, create a collaborative document here to share your ideas (better to use your laptop or computer).
Case studies
Theory & presentation
Pre-Course Questionnaire
Survey 1. Outcomes
Homework 1
Read the review of major language syllabus types (pp. 17–42):
- Grammatical
- Notional-functional
- Lexical
- Task-based
- Content-based
2 Which of them have you encountered in your practice (as a learner or teacher)?
3 Which of them would be the most useful for courses you are teaching or planning to launch?
4 Do you know any other language syllabus types?
Discussion
After the classroom discussion, create a collaborative document here to share your ideas (better to use your laptop or computer).
Case studies
2. Language syllabi types
How language syllabi are connected with current methods of language teaching. Different kinds of syllabuses are used in ELT. Some of them have been influential for the development of theory about course design, but now are included in multi-strand syllabuses.
Survey 2
Match syllabuses 1–5 with appropriate syllabus types
Theory & presentation
Homework 2
Read the article and answer the questions:
1 What do the input, process, and output mean in terms of curriculum design?
2 According to the author, what are three possible models of curriculum design?
3 What are their main characteristics, advantages, and disadvantages?
4 What syllabus types can they match?
5 Which model(s) is (are) the most common in your culture? How can you explain it?
6 Which model might be the most effective nowadays? Why?
Homework 3
Read the case study and answer the questions:
1 In this account of course development, what stages of course design can you identify? Which model (forward, central, or backward) did the author use?
2 Who determined what the students' needs were? How were those needs defined?
3 The author describes two approaches to course design. In each approach, how were the students involved in determining needs?
4 What methods were used to design the course? What were the basic elements of the course: structures, functions, competencies, or something else?
5 Was the course successful? Why?
Survey 2
Match syllabuses 1–5 with appropriate syllabus types
Theory & presentation
Homework 2
Read the article and answer the questions:
1 What do the input, process, and output mean in terms of curriculum design?
2 According to the author, what are three possible models of curriculum design?
3 What are their main characteristics, advantages, and disadvantages?
4 What syllabus types can they match?
5 Which model(s) is (are) the most common in your culture? How can you explain it?
6 Which model might be the most effective nowadays? Why?
Homework 3
Read the case study and answer the questions:
1 In this account of course development, what stages of course design can you identify? Which model (forward, central, or backward) did the author use?
2 Who determined what the students' needs were? How were those needs defined?
3 The author describes two approaches to course design. In each approach, how were the students involved in determining needs?
4 What methods were used to design the course? What were the basic elements of the course: structures, functions, competencies, or something else?
5 Was the course successful? Why?
3. Backward design
Choosing an appropriate model of instructional design
Theory & presentation
+ 4C/ID: Full guide
+ 4C/ID: In Russian
Homework 4
Read the introduction to Case Studies in Language Curriculum Design by P. Nation & J. Macalister (pp. 1–7) and answer the questions:
1 What stages does the authors' model of course design include?
2 What are the main aims of each stage?
3 How does the model reflect the principles of backward instructional design?
CDE Model: Matching task
Survey 3 Models & stages
Group projects
Add your names to the table
Theory & presentation
+ 4C/ID: Full guide
+ 4C/ID: In Russian
Homework 4
Read the introduction to Case Studies in Language Curriculum Design by P. Nation & J. Macalister (pp. 1–7) and answer the questions:
1 What stages does the authors' model of course design include?
2 What are the main aims of each stage?
3 How does the model reflect the principles of backward instructional design?
CDE Model: Matching task
Survey 3 Models & stages
Group projects
Add your names to the table
4. Course design stages
An overview of the most important stages of language course design
Homework 5
Read the case study and answer the questions
1 What is (are) the overall goal(s) of the author's course? Why did she decide to design the course?
2 One of the author's main challenges was how to formulate and organize the specific objectives of her course. Why was it so challenging?
3 What helped the author solve the problem with the course objectives? What did she need to do to find the solution?
4 What are possible advantages and disadvantages of her "matrix of objectives" (pp. 71–73)?
5 Imagine that you are explaining the goal(s) of the course you are designing to someone who knows little or nothing about teaching. How would you explain it (them)?
Homework 5
Read the case study and answer the questions
1 What is (are) the overall goal(s) of the author's course? Why did she decide to design the course?
2 One of the author's main challenges was how to formulate and organize the specific objectives of her course. Why was it so challenging?
3 What helped the author solve the problem with the course objectives? What did she need to do to find the solution?
4 What are possible advantages and disadvantages of her "matrix of objectives" (pp. 71–73)?
5 Imagine that you are explaining the goal(s) of the course you are designing to someone who knows little or nothing about teaching. How would you explain it (them)?
5. Learning outcomes
How to formulate SMART learning goals and objectives
Survey 4 Compensatory
Theory & presentation
Task 1: Outcomes review
Task 2: SMART Outcomes: Practice
Task 3: Goals & Outcomes
Homework 6
Read the case study again and do the following:
1 List all the methods the author used to understand the learners' needs.
2 Define which type of needs analysis the author prefers:
- contrived (based on his assumptions about the target audience);
- derived (based on data received from the learners).
3 List the identified learners' characteristics that had an impact on the course content and format.
4 List all aspects of the course that were introduced or modified due to the characteristics outlined in 3.
Survey 4 Compensatory
Theory & presentation
Task 1: Outcomes review
Task 2: SMART Outcomes: Practice
Task 3: Goals & Outcomes
Homework 6
Read the case study again and do the following:
1 List all the methods the author used to understand the learners' needs.
2 Define which type of needs analysis the author prefers:
- contrived (based on his assumptions about the target audience);
- derived (based on data received from the learners).
3 List the identified learners' characteristics that had an impact on the course content and format.
4 List all aspects of the course that were introduced or modified due to the characteristics outlined in 3.
6. Analysis
What you need to know before planning a course
Needs Analysis: Worksheet
Needs Analysis: Groupwork
Theory & presentation 1
Homework 7 Learning context: Cases
Presentation 2
Outcomes: Case
Needs Analysis: Worksheet
Needs Analysis: Groupwork
Theory & presentation 1
Homework 7 Learning context: Cases
Presentation 2
Outcomes: Case
7. Principles
Identifying the theoretical foundations of your course
Theory & presentation
Homework 8
1 Read the chapter about the essential principles of language course design.
—Which of them seem the most useful? Why?
—Which principles will you choose to base your own courses on?
—Which of them do you rely on in your teaching practice?
2 Complete the survey based on the text about principles (after reading it).
Homework 9
Match the twenty principles of course design (see above) with the nine rules of 'ultralearning' devised by Scott Young. Some rules can be coupled with more than one principle.
Theory & presentation
Homework 8
1 Read the chapter about the essential principles of language course design.
—Which of them seem the most useful? Why?
—Which principles will you choose to base your own courses on?
—Which of them do you rely on in your teaching practice?
2 Complete the survey based on the text about principles (after reading it).
Homework 9
Match the twenty principles of course design (see above) with the nine rules of 'ultralearning' devised by Scott Young. Some rules can be coupled with more than one principle.
Quiz
Motivation
Match examples with motivational strategies
1 If you give the learners some control and decision-making, it will mostly contribute to…
Are you sure?
That's what I think too!
Are you sure?
Are you sure?
2 If you set many short achievement tests to show learners that they can really fulfil the objectives, it will contribute to...
Are you sure?
Are you sure?
That's what I think too!
Are you sure?
3 If you choose materials with features which are slightly above each learner's current proficiency, it will mostly contribute to…
Are you sure?
Are you sure?
That's what I think too!
Are you sure?
4 If you set tasks with clear outcomes and choose materials that are appropriate for them, it will mostly contribute to…
Are you sure?
Are you sure?
That's what I think too!
+ one more option
NOT BAD
BUT highly recommended to try one more time
GOOD
Looks like you've caught the gist of it
GREAT
Let's move on to other principles
8. Sequencing
How to plan a logical syllabus aligned with the learning outcomes
Theory & presentation: Intro
Language Syllabuses: Examples
Syllabuses 1—4 for HW assignments
Homework 9
Study syllabuses 1—2 and answer the questions:
1 How might the overall goal of each course be formulated?
2 On what basis did the teachers organize their courses: What was the organizing principle or focus for each unit? On what basis are units sequenced?
3 What do you like about the way each teacher organized the course? Why? What don't you like? Why not? 4 Why are they so different?
Homework 10
Study syllabuses 3—4 and answer the questions:
1 How might the overall goal of each course be formulated?
2 On what basis did each teacher organize the course:
What was the organizing principle or focus for each unit?
Within a unit, what are the language learning components? (e.g., vocabulary, grammar, four skills, communicative skills, cultural skills, etc.)
Within a unit, how are the language learning components organized?
3 What do you like about the way the teacher organized her course? Why? What don't you like? Why not?
Sequencing. Presentation 2
Seminar
Groupwork / pairwork
Decide the order in which you would teach the items on the list in a way that makes sense:
A defining: writing about sleep problems
B comparing and contrasting: writing about a car purchase
C writing a memo: personal writing habits
D persuasive writing: writing about subcultures within societies
E classifying: writing about migrating to your community
F collecting and reporting data: consumer habits
G description and narrative: writing about personal success
Homework 11
Decide the order in which you would teach the structures on the list in a way that makes sense:
A be going to
B present continuous tense
C subject pronouns
D yes/no questions
E special questions (with when, where, etc.)
F present tense of be
G subject questions
H there is/are
I present simple tense
J past tense of be
K count / non-count nouns
L modal verbs (can/'t, must/n't, should/n't)
M prepositions of place
PROJECT: Groupwork
1 Decide which instruments and techniques of contrived & derived needs analysis you could use to collect information about your peers.
2 Make hypotheses about the target audience and conduct research. You can choose the form of research available to you: conduct an interview, a survey, or collect data from secondary sources (other studies, social networks, mass culture).
3 Present learner characteristics based on the conducted analysis, emphasizing aspects that have direct implication for your course.
4 Based on the research, create a persona model of your potential student / empathy mapping / LJM.
5 Based on the persona model (empathy mapping, etc.), review the overall goal of your course and formulate a set of learning outcomes.
6 Present the type and vertical development of your syllabus (units you are likely to include).
OPPONENTS: Possible questions
For needs analysis:
"How did you ensure the accuracy of your needs analysis?"
For audience description:
"Do you think this audience is too broad or too narrow? How would you adjust the focus?"
For course outcomes:
"How will you measure whether these outcomes are achieved?"
General Challenges:
"How would your course design change if ... ?"
"What potential challenges do you foresee in ... ?"
"How does your approach compare to existing courses, for example ...?"
FEEDBACK Template
Key strengths:
What stood out as particularly effective, clear, or unique?
How could the group refine or enhance their work in terms of ...
Theory & presentation: Intro
Language Syllabuses: Examples
Syllabuses 1—4 for HW assignments
Homework 9
Study syllabuses 1—2 and answer the questions:
1 How might the overall goal of each course be formulated?
2 On what basis did the teachers organize their courses: What was the organizing principle or focus for each unit? On what basis are units sequenced?
3 What do you like about the way each teacher organized the course? Why? What don't you like? Why not? 4 Why are they so different?
Homework 10
Study syllabuses 3—4 and answer the questions:
1 How might the overall goal of each course be formulated?
2 On what basis did each teacher organize the course:
What was the organizing principle or focus for each unit?
Within a unit, what are the language learning components? (e.g., vocabulary, grammar, four skills, communicative skills, cultural skills, etc.)
Within a unit, how are the language learning components organized?
3 What do you like about the way the teacher organized her course? Why? What don't you like? Why not?
Sequencing. Presentation 2
Seminar
Groupwork / pairwork
Decide the order in which you would teach the items on the list in a way that makes sense:
A defining: writing about sleep problems
B comparing and contrasting: writing about a car purchase
C writing a memo: personal writing habits
D persuasive writing: writing about subcultures within societies
E classifying: writing about migrating to your community
F collecting and reporting data: consumer habits
G description and narrative: writing about personal success
Homework 11
Decide the order in which you would teach the structures on the list in a way that makes sense:
A be going to
B present continuous tense
C subject pronouns
D yes/no questions
E special questions (with when, where, etc.)
F present tense of be
G subject questions
H there is/are
I present simple tense
J past tense of be
K count / non-count nouns
L modal verbs (can/'t, must/n't, should/n't)
M prepositions of place
PROJECT: Groupwork
1 Decide which instruments and techniques of contrived & derived needs analysis you could use to collect information about your peers.
2 Make hypotheses about the target audience and conduct research. You can choose the form of research available to you: conduct an interview, a survey, or collect data from secondary sources (other studies, social networks, mass culture).
3 Present learner characteristics based on the conducted analysis, emphasizing aspects that have direct implication for your course.
4 Based on the research, create a persona model of your potential student / empathy mapping / LJM.
5 Based on the persona model (empathy mapping, etc.), review the overall goal of your course and formulate a set of learning outcomes.
6 Present the type and vertical development of your syllabus (units you are likely to include).
OPPONENTS: Possible questions
For needs analysis:
"How did you ensure the accuracy of your needs analysis?"
For audience description:
"Do you think this audience is too broad or too narrow? How would you adjust the focus?"
For course outcomes:
"How will you measure whether these outcomes are achieved?"
General Challenges:
"How would your course design change if ... ?"
"What potential challenges do you foresee in ... ?"
"How does your approach compare to existing courses, for example ...?"
FEEDBACK Template
Key strengths:
What stood out as particularly effective, clear, or unique?
- Needs analysis
- Audience description
- Course outcomes
How could the group refine or enhance their work in terms of ...
- Needs analysis
- Audience description
- Course outcomes
- What ideas or insights can you apply to your own project / work?
- Summarize your overall impression of the group's presentation and project
- Write down any questions you have about their work.
9. Format & presentation
What to do to implement your syllabus
Formats: Introduction & Cases
Formats: Handout
Theory & presentation
Homework 12
Study the presentation above and answer the questions:
1 What is the format of instruction? Why is it important for course design?
2 Which 3 groups of factors should we consider while choosing an appropriate format?
3 For each format of instruction, write down more ideas and recommendations based on your learner/teacher experience to add to the grey slides in the presentation.
4 Which 7 aspects may the instructor consider while choosing an educational platform?
5 What is the difference between LMS / LCMS / Course marketplaces?
Homework 13
Formats: Practice
Formats: Seminar
Presentation 2024
Spreadsheet
LMS: Doc
Group project
Decide which format(s) will be applicable to your course (designed for your peers) based on:
Formats: Introduction & Cases
Formats: Handout
Theory & presentation
Homework 12
Study the presentation above and answer the questions:
1 What is the format of instruction? Why is it important for course design?
2 Which 3 groups of factors should we consider while choosing an appropriate format?
3 For each format of instruction, write down more ideas and recommendations based on your learner/teacher experience to add to the grey slides in the presentation.
4 Which 7 aspects may the instructor consider while choosing an educational platform?
5 What is the difference between LMS / LCMS / Course marketplaces?
Homework 13
Formats: Practice
Formats: Seminar
Presentation 2024
Spreadsheet
LMS: Doc
Group project
Decide which format(s) will be applicable to your course (designed for your peers) based on:
- the needs and context analysis you have conducted;
- logistical and pedagogical factors you want to take into account (see the presentation).
10. Assessment
How to assess your students and prepare assessment tools
Assessment: Seminar
Homework 14
Read pp. 490–510 from Brown's book on ELT* and answer the following questions:
1 What are the main principles of assessment? Why are they important?
2 How can we apply these principles in practice? Give examples.
3 What characteristics help design authentic tasks?
4 Why is washback important for the process of course design?
5 What types of tests exist? What are their main functions?
6 Which types of tests might be useful for the courses that you are developing (in groups)? Why?
7 How can the principles of assessment (e.g., practicality or authenticity) mitigate the negative aspects of high stakes standardized tests?
8 What tasks does performance-based assessment include? What problems might be associated with them?
9 Do you know any assessment tasks that would address different types of intelligence: interpersonal, intrapersonal, spatial, contextual, emotional?
10 What is classroom-based assessment? What are its advantages and downsides?
*Brown, H. D., Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 5th Ed. Pearson Education.
Assessment: Seminar
Homework 14
Read pp. 490–510 from Brown's book on ELT* and answer the following questions:
1 What are the main principles of assessment? Why are they important?
2 How can we apply these principles in practice? Give examples.
3 What characteristics help design authentic tasks?
4 Why is washback important for the process of course design?
5 What types of tests exist? What are their main functions?
6 Which types of tests might be useful for the courses that you are developing (in groups)? Why?
7 How can the principles of assessment (e.g., practicality or authenticity) mitigate the negative aspects of high stakes standardized tests?
8 What tasks does performance-based assessment include? What problems might be associated with them?
9 Do you know any assessment tasks that would address different types of intelligence: interpersonal, intrapersonal, spatial, contextual, emotional?
10 What is classroom-based assessment? What are its advantages and downsides?
*Brown, H. D., Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 5th Ed. Pearson Education.
11. Motivational design
12. Evaluation