Introduction Let us first acknowledge that we are currently in an extraordinary situation. We are in the middle of a global pandemic. This is unprecedented in our lifetime and across a number of generations, I would say. In fact, if you would ask an 80-year old grandfather about pandemic, outrightly he would tell you that in his lifetime he has not experience such health crisis of such scale. In the context of the business of education, a lot of us are caught off guard and flat footed even if our schools, colleges and universities have established LMS or learning management system, the teaching and learning requirements amid COVID19 are simply huge and overwhelming. In retrospect, the virtual teaching experience of the English language program of the Faculty of Business and Lo...
This is the third episode of the five-part series about writing your professional teaching practice for the purpose of Advanced Higher Education Academy of UK fellowship application. In this episode, I will explain how I assess learning and give timely feedback to learners. References will be appended in the last episode. To complete the teaching-learning cycle, I administer assessment and give due feedback to my students (Wiggins, 2012) which would be the focus and emphasis of all post-assessment learning activities (Millar and Hames, 2003). Mindful of this constructive alignment, I assess what I have taught. Prior to formal assessment, a Common European Framework of Reference (CEFR) standardized diagnostic test is administered to determine and verify students’ language proficiency insofar as the learning outcomes are concerned. Results of the test have essentially informed what is in th...