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Fiona Nimmo Programme Coordinator (ELT) Faculty of Humanities and Social Sciences

Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study) – The Challenges. Fiona Nimmo Programme Coordinator (ELT) Faculty of Humanities and Social Sciences University of Strathclyde, Glasgow E-mail: fiona.nimmo@strath.ac.uk.

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Fiona Nimmo Programme Coordinator (ELT) Faculty of Humanities and Social Sciences

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  1. Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study) – The Challenges Fiona Nimmo Programme Coordinator (ELT) Faculty of Humanities and Social Sciences University of Strathclyde, Glasgow E-mail: fiona.nimmo@strath.ac.uk

  2. Graduate Diploma in English for Postgraduate Study • Full-time; nine-month University accredited Level 4 (National Qualification Framework Level 6) Pre-Masters programme • Originally intended for students wishing to study Masters courses at the University of Strathclyde Business School • Attracts students from all subject disciplines (Master & PhD)

  3. Agreed actions: • Minimum entry level set at IELTS 5.0 or equivalent (IELTS 5.5 in April, 2011- UKBA) • Course content to relate to students’ future studies • Coursework assessments and examinations reduced and integrated to avoid overlap • Writing descriptors linked to learning outcomes • Writing descriptors designed to reflect CEFR, UCLES, IELTS, TOEFL iBT, and University of Strathclyde assessment descriptors

  4. The original design comprised 120 credits (12 x 10), divided into three Units and spread over three terms. • Unit One - English Language Skills (Gen Eng), Reading and Writing Skills (Gen Eng), English for Academic Purposes, Effective Study Skills • Unit Two - Academic Reading/Listening, Academic Writing, Speaking & Listening in Specific Academic Contexts, Study Skills for Postgraduate Study • Unit Three - Academic Speaking, IELTS Preparation, British Life and Institutions, Postgraduate Study Project

  5. Re-aligned programme = 6 classes (6 x 20 credits), divided into 3 Units, spread over 3 terms • Unit One – EAP 1, Study Skills for Postgraduate Study • Unit Two – EAP 2, Speaking & Listening in Specific Academic Contexts • Unit Three – EAP 3, Postgraduate Study Project

  6. Assessment integration

  7. Equivalency table

  8. Postgraduate Study Project Learning Outcomes

  9. Language Descriptors • CEFR B2 = ‘has a sufficient range of language’, ‘can make a distinction between formal and informal language with occasional less appropriate expressions’, ‘shows a relatively high degree of grammatical control’, ‘does not make errors which cause misunderstandings’ • IELTS 6.0-6.5 = ‘uses an adequate range of vocabulary for the task’ and ‘makes some errors in grammar but they rarely reduce communication’ • UCLES FCE (Borderline), CAE (Weak) = ‘an adequate range of vocabulary’, ‘a number of errors may be present, but they do not impede communication’, and ‘a reasonable, if not always successful, attempt is made at register’ • TOEFL iBT 90 = ‘inconsistent facility in word choice may result in lack of clarity and occasionally obscure meaning’ and ‘accurate but limited range of syntactical structures and vocabulary.’ (Independent Writing Rubrics) • University of Strathclyde 40-49 = ‘adequate demonstration of learning outcomes’

  10. Final language descriptor: • Has generally effective command of language despite some inaccuracies and/or inappropriacies. Register is generally appropriate for the task. Uses a sufficient range of vocabulary. Where unfamiliar language structures are used there may be some inaccuracies in word choice and collocation. Can use and understand fairly complex language structures, particularly in familiar situations. Some syntactical and grammatical errors but these rarely detract from the overall meaning. • F. Nimmo (2011)

  11. Summary • Minimum entry level was set at IELTS 5.5 or equivalent • Course content now relates to students’ future studies • Coursework assessments and examinations were reduced and integrated to avoid overlap • Writing descriptors were linked to learning outcomes • Writing descriptors were designed to reflect CEFR, UCLES, IELTS, TOEFL iBT, and University of Strathclyde assessment descriptors • The process is transferable to other, similar courses • The descriptors can be seen as a ‘work in progress’ - regularly updated and re-designed in light of University of Strathclyde and UKBA regulations, and in light of student, staff, and external examiner feedback

  12. Fiona Nimmo, Programme Co-ordinator (ELT) • Faculty of Humanities and Social Sciences • University of Strathclyde • 26 Richmond Street • Livingstone Tower • Glasgow G1 1XH • Scotland • Tel: + 44 (0)141 548 5801/3065 • Fax: + 44 (0) 141 553 4122 

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