Participation Evaluation Rubric
Linguistic Center
| Course Code and Title:Undergraduate Foundation English A2 Course Credits:4 Semester:Fall 2016 Time and Place of the Lecture: Instructor: Office: Office phone: E-mail: |
Course Prerequisites:requisite Placement test score or Undergraduate Foundation English A1
This Course is a Prerequisite for: Undergraduate Foundation English B1
Relationship of course and program
Undergraduate Foundation English courses are 4-credit courses designed for first- and second-year students whose native language is other than English. The aim of the program is to fill up the gaps in students’ knowledge of the English language. The courses focus on the development of reading, writing, listening, speaking, pronunciation, grammar, vocabulary, and study skills. The course goals are to encourage students’ collaborative and independent learning as well as develop their creative and critical thinking skills. The Undergraduate Foundation English A2course is the second step in the set of levels taken by the first-year students.
Course description
The Undergraduate Foundation English A2 is a pre-intermediate level course aiming to build and further improve language proficiency at A2 level on the Common European Framework of Reference for Languages (CEFR). During the course students continue to develop their language skills presenting short speeches (monologues) and participating in discussions and group work (dialogues); listening to the news, monologues, dialogues and short speeches; reading texts, short articles and stories; and writing opinion paragraphs on various course topics. By the end of the course, learners who have made adequate progress in the English language demonstrate competence at CEF A2 high level. It is a fifteen-week course with ___ contact hours and ___hours for independent learning.
Learning objectives
In the course students will learn to
· maintain a conversation effectively using appropriate vocabulary and grammar structures
· select appropriate vocabulary to describe various everyday activities, plans, feelings and give reasons and explanations in oral and written forms
· understand and extract essential information from short spoken and written texts dealing with everyday matters
· recognize, summarize and discuss main ideas and significant details in spoken and written texts on various course topics
· demonstrate control of a range of grammatical structures appropriate for the level
· produce an opinion paragraph giving reasons either in support of or against a particular point of view.
Learning outcomes
By the end of the course students should be able to
· construct and handle short conversations on familiar topics using appropriate vocabulary and grammar
· apply a sufficient range of vocabulary to give clear descriptions, provide necessary explanations, express opinion and develop arguments in oral and written forms
· comprehend and select main points and important details from short recorded and written passages
· participate in short discussions on familiar topics
· apply grammatical structures learnt during the course
· write a clear and well-organized opinion paragraph (100-150 words).
Assessment scheme
The students will be assessed on the following:
Assessment 1* Assessment 2*
| Continuous assessment 1 | |
| Coursework | 40% |
| Participation | 10% |
| Attendance | 10% |
| 60% | |
| Summative assessment 1 | |
| Listening | 10% |
| Reading | 10% |
| Vocabulary | 10% |
| Grammar | 10% |
| 40% | |
| Total | 100% |
| Continuous assessment 2 | |
| Coursework | 40% |
| Participation | 10% |
| Attendance | 10% |
| 60% | |
| Summative assessment 2 | |
| Writing | 10% |
| Speaking | 10% |
| Vocabulary | 10% |
| Grammar | 10% |
| 40% | |
| Total | 100% |
*- the total score for Assessment 1 is put in on week 8, the total score for Assessment 2 is put in on week 15.
Coursework includes:
- listening to audio materials appropriate to the level and relevant to the course topics, identifying main ideas and completing comprehension tasks
- reading texts appropriate to the level and related to the course topics and fulfilling comprehension tasks
- writing opinion paragraphs based on a process writing approach (2-3 within a term)
- preparing and producing dialogues related to the topic
- writing short grammar and vocabulary tests.
Summative assessment 1 includes:
· Listening.Students listen to an audio material and respond to comprehension questions (multiple choice, True/False, short coherent responses).
· Reading.Students read1-2 short texts and fulfill related tasks (multiple choice, True/False, gap filling).
· Vocabulary.Studentsfulfill various vocabulary tasks (gap filling, word matching, word choice, word building, etc.) on core vocabulary.
· Grammar. Students fulfill different grammar tasks (multiple choice, gap filling, etc.).
Summative assessment 2 includes:
· Writing.Students write an opinion paragraph (100-150 words) based on a process writing approach, i.e. students must write 1-2 drafts before submitting the final version).
· Speaking.Students make up dialogues on the topics covered within the course, but perform only one based on in-class random topic selection (the exam topics are given in advance).
· Vocabulary. Studentsfulfill various vocabulary tasks (gap filling, word matching, word choice, word building, etc.) on core vocabulary.
· Grammar. Students fulfill different grammar tasks (multiple choice, gap filling, etc.).
Final test includes:
· Listening. Students listen to an audio material and respond to comprehension questions (multiple choice, True/False, short coherent responses).
· Reading.Students read2-3 short texts and fulfill related tasks (multiple choice, True/False, gap filling).
· Speaking.Students make up dialogues based on in-class random topic and partner selection using vocabulary covered during the course.
· Writing.Students choose from 2-3 course topics and write an in-class opinion paragraph (100-150 words).
Grading scale
The Undergraduate Foundation English courses are 4-credit courses. To pass the course, students must receive at least 50 out of 100 points for the assessments 1 and 2 and at least 50 out of 100 points for the final exam. If a student does not get at least 50 out of 100 points for the assessments 1 and 2, s/he will not be allowed to partake in the final exam. If a student receives 90 or more points out of 100 for the assessments 1 and 2, s/he is allowed not to participate in the final exam.
| Letter Grade | Grade Point Value | Percentage | Grade Definition |
| A | 4,0 | 95-100 | Excellent- passing |
| A- | 3,67 | 90-94 | |
| B+ | 3,33 | 85-89 | Good- passing |
| B | 3,0 | 80-84 | |
| B- | 2,67 | 75-79 | |
| C+ | 2,33 | 70-74 | Satisfactory- passing |
| C | 2,0 | 65-69 | |
| C- | 1,67 | 60-64 | |
| D+ | 1,33 | 55-59 | Barely passing- passing |
| D | 1,0 | 50-54 | |
| F | 0-49 | Unsatisfactory- failing |
Course policies
Group change
Within the first week of studies students are tested to define their level of language proficiency and divide them into groups. Next week after the allocation of students into groups they are allowed to change a group with the approval of the Undergraduate Foundation English coordinator. In two weeks after the beginning of the course no group changes are permitted.
Attendance policy
Students are expected to attend all classes and to complete all assignments. Otherwise, they lose an opportunity to gain the full benefit of the course. Instructors are expected to provide notice of the dates on which major exams will be given and assignments will be due on the course syllabus, which must be made available within the first week of classes.
Students are required to be on time for all classes. If students arrive later than 15 minutes after the start of the class, instructors have the right to refuse entry. This includes attendance at final exams and summative assessments 1 and 2.
Excused Absences
The student is responsible for providing satisfactory evidence to the instructor to substantiate the reason for absence. Among the reasons absences are considered excused by the instructor are the following:
1. Participation in university-related activities.
2. Death or serious illness in a student’s immediate family.
3. Injury or Illness that is too severe or contagious for the student to attend class.
4. Unavoidable circumstance.
If the absence is excused, the instructor must either provide the student an opportunity to make up any quiz, exam or other work that contributes to the final grade or provide a satisfactory alternative by a date agreed upon by the student and instructor.
The instructor is under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence.
Participation
Participation is an essential part of course work. It does not merely mean coming to class; it involves preparing beforehand and playing an active role in class discussion.
Participation Evaluation Rubric
| 10 % | The student always contributes actively and positively in class and works well with classmates. Class and home assignments (100%) are always completed on time. Overall, the student displays an excellent attitude, i.e. the student shows an interest, enthusiasm, and a willingness to participate. |
| 8 % | The student is nearly always active and positive in class contributing well most of the time. 90-85 % of class and home assignments are completed on time. |
| 6 % | The student shows a reasonable attitude in class, i.e. the student shows some interest and willingness to participate. Sometimes class and home assignments (70-80%) are not completed or submitted on time. |
| 4 % | The student participates passively and does not cooperate in group activities. Class and home assignments (50-60%) are seldom done or submitted on time. |
| 2 % | The student’s contribution is rarely adequate. The student lacks an interest or a willingness to participate. Class and home assignments are seldom (30-40%) done on time. |
| 0 % | The student’s participation cannot be judged properly due to total or almost total lack of involvement or attendance. Class and home assignments are never done on time. |
Within the first week of classes the instructor is responsible for informing students of the attendance policy and participation as well as their effect on learners’ performance.