Explicating an English speaking examination : challenges and considerations

The assessment of speaking has become increasingly important in most language learning programmes. The Maltese postsecondary context saw the revision of the MATSEC Advanced English syllabus and the subsequent introduction of a speaking component as part of this high-stakes examination . The component's outline in the syllabus provided a degree of latitude but also had certain limitations; however, it was immediately clear that it required further refinement to guarantee a more rigorous speaking assessment. This article discusses the initiative undertaken by a group of lecturers of English at the University of Malta Junior College to explicate the speaking examination outlined in the syllabus. It illustrates how these lecturers positioned themselves as test developers in order to elaborate on the 'what' and 'how' of testing second language speaking at post-secondary level. In discussing various challenges and considerations, this article aims to illustrate some means of enhancing the high-stakes testing of speaking proficiency.peer-reviewe

Developing a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners: A1 Level of Common European Framework Reference

This research developed a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) aimed at producing a task-based syllabus product as a basis for teaching bahasa Indonesia to foreigners in the basic level with the framework from Common European Framework Reference (CEFR). The development of this TBSTBIF product was carried out through four stages, including review of literatures, create need analysis instruments, factual findings, and environment observation. In the stage of production, the researcher conducted a series of activities such as conducting need analysis, determination of the learning objectives, create and select learning tasks, identify enabling skills, Sequence and integrate tasks, activity and exercise, and formulate the syllabus. In the stage of field testing and revisions, the researcher conducted a continuum evaluations and revisions on weekly basis. Prior to the application of the product, the product was evaluated by the content experts then it was applied by teachers, evaluated and revised continuously by the researcher at every end of week one, week two, and week three. In the stage of implementation and dissemination, after being validated and recommended as a final product by the content experts, the researcher implemented the product of TBSTBIF in the institution where the researcher did the research, shared it to syllabus designers and teachers of bahasa Indonesia for foreigners to be used as an alternative syllabus and as a basis for developing materials and lesson plans. The data from the content experts and field-testing were collected by means of questionnaires, small group discussion, and test and documents analysis then later were analyzed descriptively. The results show that the developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) from the aspect of content quality can be categorized as "Very Good" based on a total mean score by 3.55 on a 4 to 1 Likert scale. The aspect of instructional and achievement are by 3, 85. The results of feedback from teachers on the first week of application of the product are on a total mean score by 3.6, on the second week by 3.6, and on the third week by 3.7. The results of pre-test and post-test and document analysis of students' essay tasks, presentations and attendance and participation show that all students get a score ≥ 86.5, which means “very special” based on the assessment scheme of 1 to 100 score. Therefore, it can be concluded that the developed TBSTBIF is effective for the teaching bahasa Indonesia to foreigners at a beginner level class

Research Methods in Sport Syllabus (Fall 2019)

Syllabus for SPTL 603: Research Methods in Sport in Fall 2019. Includes course schedule providing an overview of the required readings and podcasts, all of which are freely available to students

An open learner model for trainee pilots

This paper investigates the potential for simple open learner models for highly motivated, independent learners, using the example of trainee pilots. In particular we consider whether such users access their learner model to help them identify their current knowledge level, areas of difficulty and specific misconceptions, to help them plan their immediate learning activities; and whether they find a longer‐term planning aid useful. The Flight Club open learner model was deployed in a UK flight school over four weeks. Results suggest that motivated users such as trainee pilots will use a system with a simple open learner model, and are interested in consulting their learner model information both to facilitate planning over time, and to understand their current knowledge state. We discuss the extent to which our findings may be relevant to learners in other contexts

The Same Person

How can we conceptualize curriculum and school knowledge to better address important questions of social change, contingency of knowledge, life in mediated worlds, and inequalities? This question was given to me by Dr. Brent Talbot for my final presentation in Music 149, Social Foundations of Music Education. The purpose of this assignment was to synthesize the knowledge of various philosophies and models of music education covered in this course while utilizing the course material given to us throughout the semester. After Dr. Talbot’s emphasis on creativity and having already written too many papers to count, I decided to write and perform a short play. I drew upon the fact that many considered Dr. Talbot and I to be doppelgängers. In this scene, I play both myself and Dr. Talbot, who is the voice in my head. I often considered what Dr. Talbot would say in regards to my projects for the class, so his voice in my head was all too familiar. This format made the most sense as a summation of my experiences and research in Social Foundations of Music Education

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Art/CS 108, Introduction to Game Studies, Section 1, Spring 2017

Course syllabus

Using Active Learning and Team Competition to Teach Gas Turbine Cycle Design

An elective, Analysis and Design of Propulsion Systems, has been a traditional lecture course teaching gas turbine engines from a design perspective. This past fall semester additional active learning modules were introduced to make the course more interactive. Students formed teams of four and each team was designated a company. The task was to design a replacement engine for the B-52H which served as the basis for learning about gas turbine engine design. The companies picked a name, developed a logo, and wrote a mission statement. Competition was encouraged and the “companies” were tasked to eventually design the lowest cost, most efficient high bypass turbofan engine to replace the existing engine. A three part design project led to a final report on the engine design. To conclude the process, each team presented their engine as if they were a company trying to sell their product to a customer. The customer, the professor, picked an overall winner based on the information presented. Assessment of the course showed that the students appreciated the competitive environment giving them insight into how a gas turbine company, such as Rolls-Royce, GE, or Pratt & Whitney, might operate. In conclusion, the active learning modules and the design project were effective in challenging and exciting the students about the design of gas turbine engines. The company context for teams prepares students for what they might encounter in industry.Cockrell School of Engineerin