• There will be no mid-term or final examinations on this course.
• Everything that happens inside and outside of class is important in terms of assessment.
• Course members will:

1. complete assignments, attend lessons regularly and contribute actively (25%).
2. make individual Speaking Journals (25%).
3. make individual portfolios of assignments, class activities, assessments, etc.(25%).
4. make an English Education Technology project, and give a presentation on it (25%).

• The emphasis in this course is on continuous, authentic assessment.
• This assessment is performed by the students and by the professor.
• Course members will evaluate their own progress and that of their classmates:
• portfolios (peer- and self-assessment)
• class participation (self-assessment)
• and presentations (peer-assessment).
• This approach will promote realistic assessment skills, which will be essential in future life.

• This is a workshop-style course, so attendance and active participation are very important.
• Course members need to come to class in order to:
• gain practical experience in using language-learning technology firsthand
• work on assignments together
• participate in and assess presentations.
• In a skills-based or performance-based course, we learn by doing.
• Therefore, if we come to every class and participate actively, we will develop and improve our technology skills, computer skills, teaching skills, language skills, and social skills.

Q: What does active participation look like?

• Being on task (concentrating)
• Getting involved in the activities
• Using the target language (English)
• Thinking about what is going on in the lesson
• Discussing with classmates
• Asking questions
• Thinking critically.

Q: What does non-participation look like?

• Being regularly late for lessons
• Forgetting to bring resources (books, pens, notepads, portfolios)
• Using the L1 (Korean) excessively
• Not communicating with classsmates
• Not preparing assignments

Q: So active participation means doing the assignments, going to class and doing my best?

• That's right.
• Language learning is controlled by beliefs, attitudes and motivation.
• Positive beliefs (e.g. I will do my best. I am a good language learner. I will be a good teacher.) lead to positive results.
• So let's do our best for ourselves and everyone.

• There are a number of assignmentssuggested for each week.
• These are to help you get the most out of the course.
• When you complete assignments, put them in your portfolio.
• Assignments are part of the portfolio mark.

• Course members will each make an individual Speaking Journal.
• This will be on cassette tape, MP3 files or other media files (*.wmv, etc.).
• Course members will speak each week on this journal, about any topic that interests them.
• The goal is to develop speaking skills over a short period (15 weeks).
• The Speaking Journal is a practical example of the use of technology in encouraging learners to use the target language for authentic and meaningful purposes.
• The Speaking Journal will be recorded by course members outside of class.
• The Speaking Journal will be handed to the professor twice during the semester, so that he can listen, evaluate, and add his own comments.
• By the end of the semester, course members will have an oral record of their thoughts and ideas during the semester, and will be able to consider the desirability and practicability of using this type of diary with their own (future) students.

1. Record your entries at least once a week. A major part of the educational and emotional value of this Journal relies on regular and recording sessions and continuous growth.
2. You decide what to talk about. In general, whatever you are thinking about a is usually a good topic, since it is something that is important to you. If you don't know what to talk about, think about your studies, your routines, your dreams, your hopes, etc.
3. You decide how long to talk for each time. A minimum of 2 minutes each week is reasonable, but if you want to speak for longer, that's fine.
4. You decide on the format of the recording sessions. If you want to add music, that's fine. If you want to use a narrator-style, that's fine. If you want to use a personal, intimate style, that's fine. This Speaking Journal is an opportunity for you to explore your thoughts and ideas in English, over a period of one semester. Seize the opportunity, and make the Journal into something you really like.

Everyone will make a portfolio as an ongoing record of what we have done inside and outside of the classroom. A ring-binder is a good idea, since it is possible to add pages and move pages. The portfolio is similar to the Speaking Journal, in that it provides a record of the course.

This portfolio can be a Collection Portfolio or a Showcase portfolio:

• Collection Portfolio: This contains everything that has happened during the course. Use your portfolio to store your assessment sheets, to collect materials from Presentations, and to present your assignments.
• Showcase Portfolio: This contains the respresentative contents - the best things that you did and made this semester. It should also contain assessments.

Here are some suggestions for the portfolios:

• personal introduction
• classroom activities
• presentation materials
• projects
• assignments
• assessment forms
• printouts of e-mail messages to and from e-mail friends
• learning materials from the Internet

Your portfolio shows what you can do. In addition to containing assignments and assessments, it is your opportunity to be creative and to present your work in an attractive and meaningful way. Think about the structure and format of your portfolio. It should not be just a collection of isolated assignments, but should tell a story about your study during the semester. When browsing through the portfolio, the reader should be taken on a learning journey in which each new page supplements and builds upon the previous pages. Because of this, it is useful to have clear sections and headings.

	Watch a video about portfolios. Find "Portfolios" and click on
	Watch students talking about their portrfolios.

Course members assess each other's portfolios in Portfolio Conferences. There are three of these during the semester. During a Portfolio Conference, course members look at the portfolios of people in their group, and assess them according to the portfolio criteria. They mark the scores in the Class Journal.

In the first Portfolio Conference (Week 5), course members assess the portfolios of people in their own group. In the second Portfolio Conference (Week 9), course members assess the portfolios of a group of different people. In the third Portfolio Conference (Week 14), course members assess the portfolios of different people. In this way, each portfolio is assessed by at least nine (9) different peers. Each portfolio is also self-assessed, and finally assessed by the professor.

• Course members will make projects in groups.
• These projects will be about English Education Technology.
• Course members should use Ed Tech to make teaching resources.
• They can then use these when they become teachers.

• When you have finished your project, you will give a presentation about the project.
• These presentations are a great way to share information, while developing presentation skills.

• Who? Students will give the presentation in pairs or threes.
• What? Each presentation will include English Education Technology, and will be about the project they have been working on during the semester.
• When? Presentations will take place at the end of the semester.
• How long? Each presentation will be from 15  to 20 minutes long.
• How? Presenters can use TV, computers, cassette players, overhead projectors, and any other medium they wish (e.g. handouts) in their presentations.
• How will the presentations be assessed? Self-assessment and peer-assessment will be online.

• The Class Journal is a book of assessment sheets, which  is open (available)  to everyone in the classroom, every lesson.
• The Classroom Journal contains pages for attendance, participation, portfolio assessment, and presentation lesson assessment. These marks are entered by course members and by the professor. At the end of the semester, all the required marks will be in the CJ, and grades can be allocated.
• The Classroom Journal also contains pages for email addresses and Speaking Journal self-assessment.
• The Classroom Journal is " Common Property" . This means that it belongs to everyone, and is available for everyone to look at and to write in. There are many empty spaces for learner-comments, so course members should feel free to write their comments each week.

Watch a video about the Class Journal. Find "Class Journal" and click on