LING6006 Language Teaching Course Design and …ctl.curtin.edu.au/teaching_learning_services/unit_outline_builder/...129-146). Mahwah, NJ: Lawrence ... assessment in action. National

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus To acquire knowledge of the main approaches to lesson planning, course design, assessment and evaluation in language teaching.

Unit study package code: LING6006

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Paul MerciecaPhone: +618 9266 4224Email: [email protected]: Building: 501 - Room: 3

Teaching Staff: Name: Paul MerciecaPhone: 9266 4224Email: [email protected]: Building: 501 - Room: Floor 3

Administrative contact: Name: Bentley Generic EnquiriesPhone: 9266 2158Email: [email protected]: Building: 501 - Room: Level 3

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

LING6006 Language Teaching Course Design and Assessment Semester 2, 2016

Faculty of HumanitiesSchool of Education

LING6006 Language Teaching Course Design and AssessmentBentley Campus 21 Jul 2016 School of Education, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction Welcome to LING6006 Language Teaching Course Design and Assessment. You will be an active participant in this course and your knowledge, experience, and awareness of needs will contribute significantly to coverage of contents as well as the modes of coverage.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities Tutor-led input, group discussion and student research. You will be expected to look at the suggested readings for each session. preferably before, but after if you choose. You might choose to take notes of tutor input for your own reference. Assessments involve a high level of student participation and application of acquired knowledge.

It is desirable that you have the following knowledge/skills/resources for getting the optimum gain from the unit:

l A basic knowledge of principles of/approaches to language teaching l A good knowledge of the teaching situation in your country/area l A good familiarity with teaching materials in the language you teach/are going to teach l Access to relevant teaching materials and tests

On successful completion of this unit students can: Graduate Attributes addressed

1 Identify the principles behind the main syllabus types

2 Apply language acquisition theory to syllabus design

3 Integrate the knowledge of curricula in planning, teaching and evaluating lessons, and assessing achievement

4 Identify assessment items and techniques

5 Analyse adapt prepare and use lesson plans and test items

6 Evaluate and adapt materials to be culturally and socially appropriate

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au

Faculty of Humanities School of Education




http://ctl.curtin.edu.au/

l A high level of competence in English l A good awareness of referencing and other tertiary level academic practices

The course will cover the following main topics:

Course Design:

l Product and Process syllabus types l Approaches to materials design in a digital age l Defining course objectives and selecting and grading content l Needs Analysis in course design

Assessment:

l Impact and Backwash effects in assessment l Validity, Reliability, Practicality, Authenticity and Interactiveness in assessment l Preparing learners for external tests l Emerging and diverging approaches to assessment

Learning Resources Other resources

Please note there is no single recommended text covering all unit content. Nevertheless, there is a range of readings for this unit in the list below, including weekly readings and potential assignment sources, all listed here as 'Other Resources'. Readings identified as essential for each session will be indicated on powerpoints and the program calendar.

These book, chapter and article resources are available in eReserve or via library link to online journal archives:

Alderson, J. C., Clapham, C., & Wall, D. Chapter 8 Validation pp 170-196. In J.C. Alderson, C. Clapham, & D. Wall,(1995). Language test construction and evaluation. Ernst Klett Sprachen.

Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36(1), 5-18.

Arreola, R.A. (1998). Writing learning objectives. in Arreola, R.A. and Aleamoni, L.M. Assessing student learning outcomes: A workshop resource document. University of Tennessee, Memphis.

Bachman, L.F. Ch 2 Measurement pps 19-25. In Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press

Bachman, L.F., & Palmer, A.S. (1984) ‘Some comments on the terminology of language testing’ in Rivera, C., Communicative competence approaches to language proficiency assessment: Research and application, Multilingual Matters Ltd., pp 34-43.

Bachman, L. F., & Palmer, A. S. Ch 2 Test usefulness: Qualities of language tests pps 19-41. In Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford: Oxford University Press.

Bailey, K. M. (1999). Washback in Language Testing. TOEFL Monograph Series. Report Number: RM-99-04, TOEFL-MS-15. Princeton, NJ: Educational Testing Service.

Berwick, R. Ch 4 Needs assessment in language programming: From theory to practice pp 48-62 in Johnson, R. K. (1989). The second language curriculum. Cambridge: Cambridge University Press.

Bedford, J. (2003) Washback – the effect of assessment on ESOL teaching and learning. Many Voices, 21, 19-23.

Blair, A., & McGinty, S. (2012). Feedback-dialogues: Exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466-476.

Boroujeni, S. A., & Fard, F. M. (n.d.). A Needs Analysis of English for Specific Purposes (ESP) Course For Adoption Of Communicative Language Teaching: (A Case of Iranian First-Year Students of Educational Administration) Life, 1(1).





Boud, D., & Falchikov, N. (2006) Aligning assessment with long‐term learning, Assessment & Evaluation in Higher Education, 31(4), 399-413.

Boud, D., & Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

Brandl, K. (2008). Communicative language teaching in action: Putting Principles to Work. Upper Saddle River, NJ: Prentice Hall.

Carey, M.D., Mannell, R.H., and Dunn, P.K. (2011) Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews?, Language Testing, 28(2), 201-219.

Carless, D., Joughin, G., & Liu, N. F. (2006). How assessment supports learning: Learning-oriented assessment in action (Vol.1). Hong Kong: Hong Kong University Press.

Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Education and Teaching International 44(1) 57–66

Cheng, L, Watanabe, Y & Curtis, A. (2004) (Eds.), Washback in language testing: Research contexts and methods (pp. 129-146). Mahwah, NJ: Lawrence Erlbaum Associates.

Clarke, O., & Bowe, L. (2007). Interactive digital content for Teaching and Learning English As a Second Language. TESOL in Context, 17(1), 15-22.

Cram, B. Chapter 10. Self-assessment: From theory to practice. Developing a workshop guide for teachers. In Brindley, G. (Ed.). (1995). Language assessment in action. National Centre for English Language Teaching and Research, Macquarie University, pp 271-301

Davies, A. Procedures in Language Test Validation. In A. Hughes (Ed.) (1988) Testing English for University Study, ELT Documents 127, 29-35.

Davies, A. Ch I Introduction pps 1-8. In Davies, A. (1990). Principles of language testing. Oxford: Blackwell.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.

Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations and motivations in language learning (pp. 3-32). Oxford: Blackwell.

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. In N. C. Ellis & D. Larsen-Freeman (Eds.), Language as a complex adaptive system (pp. 230-248). Oxford: Wiley- Blackwell.

Doughty, & M. H. Long (2001). The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.

Freimuth, H. (2014). Cultural bias on the IELTS examination: a critical realist investigation. (Unpublished doctoral dissertation). Rhodes University, Grahamstown, South Africa.

Freimuth, H. (2016). An examination of cultural bias in IELTS Task 1 non-process writing prompts: a UAE perspective. Learning and Teaching in Higher Education: Gulf Perspectives, 13(1)

Hsu, T. H-Li. (2015). Removing bias towards World Englishes: The development of a Rater Attitude Instrument using Indian English as a stimulus. Language Testing.

Hughes, A. Chapter 5 Reliability. In Hughes, A, (1989). Testing for Language Teachers Reliability. Cambridge: Cambridge University Press. pp 36-52

Hughes, A. (1988). Achievement and proficiency: the missing link? In A. Hughes (Ed.) Testing English for University Study, ELT Documents 127: 36-42.

Hughes, G., Wood, E., & Kitagawa, K. (2014). Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 31-44.

Khan, R. (2006). The IELTS Speaking Test: Analysing Culture Bias. Malaysian Journal of ELT Research, 2, 60-79.

Lantolf, J.P., & Poehner, M.E. (2013) The unfairness of equal treatment: objectivity in L2 testing and dynamic assessment, Educational Research and Evaluation: An International Journal on Theory and Practice, 19(2-3), 141-157.

Long, M. H., & Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL quarterly, 26(1), 27-56.





Long, M. H. (2005) Second language needs analysis. Cambridge: Cambridge University Press.

Lynch, B. (2001). Rethinking assessment from a critical perspective. Language Testing, 18, 351–372.

Munby, J. Part 2 Specifying the syllabus content pp175-189. In Munby, J. (1981). Communicative syllabus design: A sociolinguistic model for designing the content of purpose-specific language programmes. Cambridge: Cambridge University Press

Nunan, D. Ch 3 Learner-centred curriculum development pps 31-41. In Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge: Cambridge University Press.

O’Neil, R. O. (1982). Why use textbooks? ELT Journal, 36(2), 104-111.

Prodromou L. (1995). The backwash effect: from testing to teaching. ELT Journal 49(1). 13-25

Pryor, J., & Crossouard, B. (2008) A socio‐cultural theorisation of formative assessment. Oxford Review of Education, 3(41), 1-20.

Pryor, J., & Crossouard, B. (2010) Challenging formative assessment: disciplinary spaces and identities. Assessment & Evaluation in Higher Education, 35(3), 265-276.

Rea-Dickens, P., & Germaine, K. 91192) Ch1 What is Evaluation? In P. Rea-Dickens & K. Germaine, Evaluation. Oxford: Oxford University Press. 1-22.

Roshan, S. (2013) A Critical Review of the Revised IELTS Speaking Test International Journal of English Language Education. 2(1).

McNamara, T. (2005). 21st century Shibboleth: Language tests, identity and intergroup conflict, Language Policy, 4(4), 351 – 370

Prabhu, N.S. Ch 5 Syllabus and materials pp 101-110. In Prabhu, N. S. (1987). Second language pedagogy (Vol. 20). Oxford: Oxford University Press

Richards, J.C. Ch 1 Curriculum development in second language teaching pp 1-31. In Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.

Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.

Richards, J. C., & Lockhart, C. (1994). Ch 6 The structure of a language lesson In Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press. pp 115-137

Skehan, P. (1991). Progress in language testing: the 1990s. Language testing in the 1990s: The communicative legacy. 3-21.

Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5- 29.

The Australian Council of Tesol Associations (ACTA). Excerpt from the ACTA submission to the senate inquiry into 'the effectiveness of the national assessment program - literacy and numeracy' [online]. TESOL in Context, 23(12) 9-29.

Torrance, H. (2012) Formative assessment at the crossroads: Conformative, deformative and transformative assessment, Oxford Review of Education, 38(3), 323-342.

Wall, D., Clapham, C., & Alderson, J. C. (1994). Evaluating a placement test. Language Testing, 11(3), 321-344.

Weir, C.J. (2013) 'Measured constructs: A history of Cambridge English language examinations 1913 - 2012, Research Notes 51, 2-10

White, R. V. Ch 3 Language curriculum: Values and options pp 24-40. In White, R. V. (1988). The ELT curriculum: Design, management and innovation. Oxford: Blackwell.

Wilkins, D.A. Grammatical, situational and notional syllabuses pp 82-90. In Brumfit, C., & Johnson, K. (1979). The communicative approach to language teaching. Oxford: Oxford University Press.

Yalden, J. Ch 10 Three Case Studies pps 102-129. In Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.

Young, R. F. (2012). Social dimensions of language testing. The Routledge handbook of language testing, 178-193.

Useful, but not essential books available via Curtin library general or reserve shelves are also listed below. Those without easy access to Bentley campus may wish to purchase any of these texts, especially Harmer





(2007).

Brown, J. D. (2013). New Ways of Classroom Assessment. Revised. 428.0076

Harmer, J. (2007) The Practice of English Language Teaching. 428.007

Hughes, A. (2003) Testing for Language Teachers. 407.6 HUG

McNamara, T. (2000) Language Testing. 407.6MCN

McNamara, T, & Roever, T. (2006) Language Testing: The Social Dimension. 418.0076 MCN Mickan, P. (2013) Language curriculum design and socialisation 372.6 MIC

Nunan, D. (1988) Syllabus Design. 428.07

Ur, P. (1996) A Course in Language Teaching. 418.00

Assessment Assessment schedule

Detailed information on assessment tasks

1. Evaluation 25%

Critically evaluate a coursebook that you use, focussing on aspects which you consider relevant to your specific teaching and learning context. Do not attempt to describe every detail of the book.

· Describe your specific teaching and learning context briefly – your school and class, your students

and their needs · If possible identify the underlying syllabus type e.g. Process or Product? Grammatical, Functional,

Multi-Layer etc? · How successful is the selection and grading of contents. · How are materials organised within the units? · Are the contents and organisation appropriate for the context in which you use the book? · If possible, provide a copy or summary map of the book contents. · Note key areas of strength and/or weakness of the book as applied to your learners in particular. · If possible, provide a copy of one unit of the book and use this unit to exemplify points you make. · Make some brief final recommendations

Prepare this PowerPoint professionally. You will not be required to make assessed verbal presentations, but please prepare the materials with a possible presentation time, allowing for brief discussion, of 20 minutes

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Evaluation 25 percent Week: 7 Day: Friday September 16 Time: 5pm

1,2,3,4,5,6

2

Evaluation 25 percent Week: 11 Day: Friday October 14 Time: 5pm

1,2,3,4,5,6

3

Review 50 percent Week: 14 Day: Friday November 4 Time: 5pm

1,2,3,4,5,6





length as a guiding aim. You should aim to produce a PowerPoint which summarises verbally and visually the main points you want to make. You should also have at least one page which creates an interactive element in the form of questions, prompts or short activities. Do not put more of your effort into the graphics and visuals than into the verbal content – this can distract from your message. Please note that while PowerPoints are usually meant to accompany verbal presentations, they should also be able to stand alone. The electronic reader should be able to understand all of the explicit general points you make and to perceive much of what is implicit. Using the notes page will allow you to make optimum use of the PowerPoint format. You will be given an example of a PowerPoint previously submitted for this unit to guide you.

Please be sure that you include an initial outline of the sections of your PowerPoint as an early slide.

Make connections with your reading in the appropriate areas and include your references in the PowerPoint, both in-text and in-text.

2. Evaluation 25%

Critically evaluate a test used in your school/institution, focussing on aspects which you consider relevant to your specific teaching and learning context. Do not attempt to describe every detail of the test.

· Describe your specific teaching and learning context briefly – your school and class, your students

and their needs · Identify the type of the test e.g. Placement, Proficiency, Achievement etc. · Indicate what is tested and what kinds of item are used · Indicate whether it is a useful test and/or seen to be a useful test by students and teachers and why · If possible, provide a copy of any part of the test you wish to discuss · Note key areas of strength and/or weakness of the test as applied to your learners in particular · Use examples from the test to exemplify points you make · Please be sure that you include an initial outline of the sections of your presentation · Make some brief final recommendations

Prepare this PowerPoint professionally. You will not be required to make assessed verbal presentations, but please prepare the materials with a possible presentation time, allowing for brief discussion, of 20 minutes length as a guiding aim. You should aim to produce a PowerPoint which summarises verbally and visually the main points you want to make. You should also have at least one page which creates an interactive element in the form of questions, prompts or short activities. Do not put more of your effort into the graphics and visuals than into the verbal content – this can distract from your message. Please note that while PowerPoints are usually meant to accompany verbal presentations, they should also be able to stand alone. The electronic reader should be able to understand all of the explicit general points you make and to perceive much of what is implicit. Using the notes page will allow you to make optimum use of the PowerPoint format. You will be given an example of a PowerPoint previously submitted for this unit to guide you.

Please be sure that you include an initial outline of the sections of your PowerPoint as an early slide.

Make connections with your reading in the appropriate areas and include your references in the PowerPoint, both in-text and in-text.

3. Review Task 50%

You can choose to do an assignment in one of the two areas -in Course Design or Assessment. It is expected that you will use the same materials explored via your earlier PowerPoints. This assignment is an opportunity to do more reading in the specific area relevant to the coursebook or test you have selected. Suggested length of main body of text, not including references and appendices – approximately 2000 words.

You can choose from the following two tasks:

Task 1

A) Identify and describe a problem area related to a coursebook used in your teaching situation (10%)

B) Review relevant literature. Compare various possible solutions to the problem (20%)

C) Conclusion: Identify the most suitable solution to your problem, detailing specific recommendations (20%)





OR

Task 2

A) Identify and describe a problem area in a test used in your teaching situation (10%)

B) Review relevant literature. Compare various possible solutions to the problem (20%)

C) Conclusion: Identify the most suitable solution to your problem, detailing specific recommendations (20%)

NB: Appropriate copies of parts of the coursebook or test should be included in your appendices.

You should write up this task in essay format, using the headings above indicated as A), B) and C).

Please give in-text and end-text references. You should try to aim for between 5 to 15 references, from a range of sources, including books, journal articles and websites.

You will be given an example of a Review Task previously submitted for this unit to guide you.

Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 09/12/2016 and 30/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date.

Students will be notified of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Assessment Appeals Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or unit co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files

Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file.





http://students.curtin.edu.au/administration/forms.cfm

If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered as a late submission.

Students should check their Curtin student email daily during the assessment marking period.

Student Support

Learning Centre

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

All PowerPoints and Readings have been revised and updated

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date Session Essential Readings - available via eReserve or library link to journals with online archives Assessment

Due 0 25 July Orientation Week 1. 1 Aug Unit introduction

Course Design Overview Ch 6 The structure of a language lesson pp 115-137 In Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.

2. 8 Aug Assessment Overview: Terminology and contemporary approaches

At least one of the following: Ch 2 Measurement pps19-25 In Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press Bachman, L.F., & Palmer, A.S. (1984) ‘Some comments on the terminology of language testing’ in Rivera, C., Communicative competence approaches to language proficiency assessment: Research and application, Multilingual Matters Ltd., pp 34-43.

3. 15 Aug Product and Process syllabus types At least one of the following: Chapter 5 Syllabus and materials In Prabhu, N. S. (1987). Second language pedagogy (Vol. 20). Oxford: Oxford University Press. Long, M. H., & Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL Quarterly, 26(1), 27-56.

4. 22 Aug Approaches to materials design in a digital age

Clarke, O., & Bowe, L. (2007). Interactive digital content for Teaching and Learning English As a Second Language. TESOL in Context, 17(1), 15-22.

5. 29 Aug Tuition Free Week 6. 5 Sept Defining course objectives and

selecting & grading content

One or two of these readings: Ch 1 Curriculum development in second language teaching pp 1-31. In Richards, J. C. (1990). The language teaching matrix. Cambridge [England: Cambridge University Press. Ch3 Learner-centred curriculum development pp 31-41. In Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press. Ch3 Language curriculum: Values and options pp 24-40. In White, R. (1988). The ELT curriculum: Design, management and innovation. Part 2 Specifying the syllabus content pps175-189. In Munby, J. (1981). Communicative syllabus design: A sociolinguistic model for designing the content of purpose-specific language programmes. Cambridge University Press Wilkins, D.A. Grammatical, situational and notional syllabuses pp 82-90. In Brumfit, C., & Johnson, K. (1979). The communicative approach to language teaching. OUP.

7. 12 Sept Impact and Backwash in assessment Ch 2 Test usefulness: Qualities of language tests pp 19-41. In Bachman, L. F., & Palmer, A. S. (1996). Language

Testing in Practice. Oxford: Oxford University Press. 1 - Friday 5pm

8. 19 Sept Validity and Reliability in assessment Ch 2 Test usefulness: Qualities of language tests pp 19-41. In Bachman, L. F., & Palmer, A. S. (1996). Language

Testing in Practice. Oxford: OUP. Alderson, J. C., Clapham, C., & Wall, D. Chapter 8 Validation pp 170-196. In Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Ernst Klett Sprachen Hughes, A. Chapter 5 Reliability. In Hughes, A, (1989). Testing for Language Teachers Reliability. Cambridge: CUP. pp 36-52

9. 26 Sept Tuition Free Week 10. 3 Oct Practicality, Authenticity &

Interactiveness in assessment Ch 2 Test usefulness: Qualities of language tests pp 19-41. In Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford: OUP.

11. 10 Oct Needs analysis in course design Berwick, R. Ch 4 Needs assessment in language programming: From theory to practice pp 48-62 in Johnson, R. K. (1989). The second language curriculum. Cambridge University Press.

2 - Friday 5pm

12. 17 Oct Preparing learners for external tests

Some useful readings listed on the PowerPoint but no essential readings

13. 24 Oct Emerging and diverging approaches to assessment

Some useful readings listed on the PowerPoint but no essential readings

14. 31 Oct Unit Review Some useful readings listed on the PowerPoint but no essential readings 2 - Friday 5pm 15. 7 Nov Study Week 16. 14 Nov Examinations 17 21 Nov Examinations



