Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study) - PowerPoint PPT Presentation

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Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study)

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Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study) The Challenges Fiona Nimmo Programme Coordinator (ELT) – PowerPoint PPT presentation

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Title: Re-aligning a Pre-Masters Programme (Graduate Diploma in English for Postgraduate Study)


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_at_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
Effective Study Skills (Unit 1) Study Skills for Postgraduate Study (Unit 2) Study Skills for Postgraduate Study (Unit 1)
Vocabulary Log (20) (Moved to EAP 1) Individual Learning Plan (10) Individual Learning Plan (10)
Role-play (20) (Dropped) Reflective Essay (10) Reflective Essay (20)
Information Research Project (40) Academic Report (50) (Overlap ESS) Information Research Project (70)
Open Books Exam (30) (Moved to EAP 3) Summary Skills Exam (30) (Overlap EAP 1) Less than half the volume of exams -greater emphasis placed on Information Research project
Red dropped from programme Blue moved or changed in terms of weighting Red dropped from programme Blue moved or changed in terms of weighting Red dropped from programme Blue moved or changed in terms of weighting
7
Equivalency table
IELTS 9.0 8.0 7.0 6.0-6.5 5.5 4.0 3.0
CEFR, UCLES (Main Suite) C2, CAE (E), CPE (B) C1 (8.0), CAE (B), CPE (W) C2 (8.5), CAE (E), CPE (B) C1, CAE (B), CPE (W) B2, FCE (B), CAE (W) B2, FCE (B), CAE (W) B1, PET (B), FCE (W) A2, KET (B), PET (W)
TOEFL iBT 110 110 110 90 87 57 39
Strath 70 60-69 50-59 40-49 30-39 20-29 1-19
E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011 E Exceptional B Borderline W Weak UKBA, 2011
8
Postgraduate Study Project Learning Outcomes
Task Achievement/ Response Organisation, Cohesion Coherence Language Presentation
demonstrate the skills of rapidly identifying key issues, analysing in depth a topic or question and producing a sustained and coherent argument engage critically with sources and be able to incorporate information and ideas from primary and secondary sources in their own academic writing produce clear, well structured text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices demonstrate the ability to write in language which is accurate, fluent and which shows an appropriate sensitivity to nuances of style and register follow academic convention using appropriate citations and referencing
9
CEFR IELTS UCLES TOEFL iBT, Strathclyde Final Assessment
Argument Task Achievement Response Content Target Reader Task Achievement Response Knowledge Understanding 1. Task Achievement/Response (knowledge understanding of subject, logical, well-developed response)
Overall Coherence Coherence Cohesion Organisation Communication Organisation Coherence Communication 2. Organisation, Cohesion Coherence (text organisation, use of connectors and cohesive devices, paragraphing, presence of introduction conclusion)
Range Accuracy Grammatical Accuracy, Lexical Resource Appropriacy of Register Range Accuracy Accuracy 3. Language (fluency, accuracy appropriacy of language, register, grammar, range of vocabulary)
Lexical Resource (spelling) Presentation Referencing 4. Presentation (layout, spelling, punctuation, ability to follow academic convention)
10
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

11
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)

12
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

13
  • 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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