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Fortnightly formatives

LeedsStudyGroup — 2025-06-20 14:44:03 UTC

Small progress tests which give a clearer picture of skills acquired. This will allow us to 1) identify where students need skills improvement and 2) get more of an idea of their language production ability.

AES Writing

2025-06-23 07:39:52 UTC

Have students write their paragraphs in a note-book/on paper in class using in-text citations and page numbers from their sources. This could help to check that they are paraphrasing from sources rather than generating a summary. Sources could be given to the students as handouts similar to the ones used in the AES writing exam.

CW3/ 2 SOURCES

LeedsStudyGroup — 2025-06-23 07:49:34 UTC

Why don't we get students to share their sources in a folder with us prior to CW2 and 3 so we can verify that they actually exist and that they are suitable? It would also be easier to check the information in the sources when it comes to marking time. I think it is better for students to stick to 6-8 sources of quality than a whole list of rubbish! thanks

Academic Integrity Lessons - A clear understanding of the rules is needed

LeedsStudyGroup — 2025-06-23 07:54:35 UTC

These were absent from this year's curriculum, aside from a reading task about ChatGPT. Some things need to be taught without relying on TBL-style guided discovery and this is one of them. We need to ensure that students are familiar with the rules laid out in the AES handbook, with a follow-up test (not a Kahoot!) to check understanding.

We also need to impress upon the students that if their writing contains words that they do not know the meaning of when interviewed, this will not bode well for them!

Language Intervention from Week 2

LeedsStudyGroup — 2025-06-23 07:56:49 UTC

We need some kind of early language intervention for those students who are not speaking any English in class and are using translation tools to translate what tutors are saying and any set tasks. We need to step in and talk to these students, as they can often slip through the net and Progression Review Week, at Week 6, is too late and/ or they don't attend.

This lack of improvement in their language ability over the academic year can, as we see, often lead to AI being used in assessments.

Module tutors have also suggested a tracker where they can log notes about students not speaking English in class. HoDs could then organise meetings with these students in a timely way.