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Project Skills Audit document sample
Document Sample
Transferable Skills Course Audit Tool – for auditing skills within an Date of Audit: 24.02.04
individual course
Course Title: German Language 5 Course Code: GE250 Auditor / Lecturer: Dr. Jennifer Bruen
Specified Level of Examples of teaching and Categorization:
Skill Sub-skills in learning Taught Practiced Assessed proficiency learning methods and/or Additional Comments A, B, C or D
(if appropriate) outcomes aimed for tasks employed to develop
(1,2,3) skill
(Tick appropriate box)
Oral Summarising yes yes yes no 2 Plenary Lecture: This module has three A
communication Question and answer session at contact hours/week: (1)
Describing the end of the lecture plenary lecture (2) text
seminar (3) grammar
Discussing and debating Text Seminar: seminar.
an issue Students summarise orally key The module is conducted
aspects of sections of the through German and all
Reporting the results of a seminar text or the entire text. assignments/tasks are
small group discussion in Oral responses to questions on completed through German.
plenum the seminar text.
Pair work orally and the
reporting of pair work to the
class group. Oral communication is not
Class discussions on the assessed directly in this
seminar theme. module. However, some of
Students describe and react the benefits of oral
orally to an image related to the communication such as
seminar theme. vocabulary acquisition and
the development of “flow” and
fluency are assessed in the
assessment of written work.
Written Writing short factual yes yes yes yes 2 Text Seminar: A
communication pieces. 3 written assignments given
over the course of the 12 week
Writing discursive pieces semester. The structuring of
and giving one’s own essay questions is discussed in
opinion. a feedback class on the first
assignment and where
Producing grammatically necessary the second and third.
accurate German.
Each assignment is returned to
the students with linguistic
errors indicated (but the correct
versions not provided) and
comments relating to the
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
content and structure of the
piece. Students are requested
to submit a second draft for
further comment.
Grammar Seminar:
Students discuss grammar
points with their lecturer in order
to assess implicit knowledge in
advance of explicit teaching of
grammar syllabus.
Students complete grammatical
exercises in class, outside of
class, in groups and individually.
Students translate sentences
from English to German which
contain terms/concepts which
research has shown to be
problematic for English-
speaking learners of German.
Assessment:
Students complete a written
examination at the end of the
module. In this they complete
short factual paragraphs on key
issues as well as a longer
discussion piece on a thematic
area covered by the course.
They also complete a
grammatical cloze test. If
required they are given
feedback on their performance
early in semester two.
Presentation skills no no no no N/a N/a Presentation skills form a D
core component of the
subsequent module, German
Language 6. It is intended
that vocabulary acquisition,
development of grammatical
proficiency etc. will assist the
students in giving
presentations through
German in semester 2.
IT skills no yes yes no 1 Students directed to shared It is intended to use the new B
staff/student drives and required virtual learning environment
to download and print at DCU, MOODLE, to support
powerpoint files/seminar nexts this module in semester 1 of
and bring them to the relevant 2004/2005. This will
classes. necessitate additional training
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
for the staff/students
involved.
Team work No no yes no 1 Students required to work in In the previous module, B
(is referred pairs and in small groups German Language 4,
to in the particularly during the text students engaged in
“indicative seminars in order to determine researching and presenting
syllabus” the answers to questions posed group oral presentations.
and to defend their positions in
the class group.
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Managing one’s Planning no yes yes no 2 Plenary Lecture: While not assessed directly, B
own learning In week 1 the importance of students’ abilities concerning
effective note-taking is “planning”, “decision-making”,
demonstrated to students. The “multi-tasking”, “time-
lecturer gives a 10-minute management” and “problem
presentation with no discussion solving” all contribute to their
beforehand. This is followed by overall performance in all of
a discussion with the students their modules.
concerning what they have
successfully retained of the
material.
The purpose of note-taking is
then discussed with them and
techniques such as skim-
reading, the noting of key
aspects, the use of meaningful
abbreviations, diagrams,
schemata and symbols and so
on are discussed together with
the value of using one’s own
words. Tips concerning the
importance of reading the
lecture notes provided on the
shared drives in advance are
given and the importance of
organising materials over the
course of the semester
discussed. The importance of
identifying and working with the
lecturer’s lecturing style is also
discussed.
Students are encouraged to go
over their notes after each
lecture and to clear up
misunderstandings at this point
with their lecturer. The
importance of immediate review
for successful retention is also
emphasised. Students are also
encouraged to reorganise and
restructure the material in a way
that is meaningful for them.
Seminar:
Reading strategies for effective
work with texts are discussed in
the first/second week of the
semester. These include the
identification of the most
important points/arguments and
the usefulness of summarising
and paraphrasing techniques for
Adapted, permission, material. Close
with the retention of from Queen’s University Belfast Skills Audit Tool, 2003
vocabulary work such as the
grouping of vocabulary
according to themes and the
putting of words into sentences
Decision making No yes yes no 1 In the context of the ELP B
students are encouraged to
make decisions concerning their
levels of proficiency (self-
assessment) and to identify
which language learning
strategies are likely to help them
in the achievement of their
goals.
Multi-tasking No no yes no 1 Some classroom activities such B
as for example watching a video
while answering questions on
the video clip require students to
multi-task.
Time management no no yes No (no 3 Completion of three written B
summative assignments over the 12 week
assessment semester.
although
formative Students in year two deal with a
assessment heavy workload. Dealing with
takes place this (or solving this problem)
in the form requires considerable time
of the management and multitasking
written abilities.
assignment
s and their
related
feedback)
Problem solving no no yes no 1 B
Information No No yes No (not Students provided with access B
Management directly) to large amounts of information
on the seminar themes as well
as on the language itself.
Completion of assignments
necessitates an ability to
manage and structure this
information (see also
“planning”).
Critical Thinking no yes yes yes Students respond to arguments B
and discussion statements
relating to the seminar themes.
Students encouraged to
differentiate fact from opinion in
the materials with which they
are engaging.
The skills highlighted in red above are the skills which have been chosen for development in the Transferable Skills project pilot programme.
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Definitions:
Specified in Learning Outcomes – the learning outcomes of the course explicitly mention that the skill will be developed as a result of the student undertaking the course.
Taught – a lecture or tutorial (or part of one) on the course is devoted to giving the student information on the skill or directing the student where to find information on the skill.
Practiced – Students are explicitly required to use the skill in classes or in completing course assignments
Assessed – Marks are formally awarded for the use of the skill as part of an assessment, or assessment criteria include explicit reference to the skill
Level of proficiency aimed for (1, 2 or 3):
See Levels of Proficiency / Skills Definitions document
Categorization: A, B, C or D
A – skill already present and at a satisfactory level in the curriculum
B – skill already present and would like to improve in the curriculum
C – skill not present and would like to integrate into curriculum
D – skill not present and not likely to integrate into curriculum
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
