The connection between the mission and the outcome should be clear. A program outcome must be directly related to the academic discipline of the program. Focus on program outcomes that reflect the specific knowledge and skills you expect students to acquire as part of their educational experience in the program. Avoid program outcomes that are more related to the general education component of an education.
Listening A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance e.
I can catch the main point in short, clear, simple messages and announcements. B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes.
I can understand the majority of films in standard dialect. C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.
C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. Reading A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
A2 I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. B1 I can understand texts that consist mainly of high frequency everyday or job-related language.
I can understand the description of events, feelings and wishes in personal letters. B2 I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
C1 I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.
C2 I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
SPEAKING Spoken interaction A1 I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.
A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.
B1 I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life e. B2 I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.Guidelines for Writing a Letter of Reconciliation.
Updated 1/3/ When a wounded wife wants to leave her husband it is because she no longer trusts him with her heart. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
Phonological Awareness: Instructional and Assessment Guidelines. By: David J. Chard and Shirley V. Dickson. This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading.
1 GUIDELINES FOR GOOD ASSESSMENT PRACTICE 3RD EDITION The Guidelines for Good Assessment Practice (3rd ed.) provide a downloadable, printable version of the Assessment section of the University of Tasmania Teaching and Learning website: skybox2008.comng-. ILR Calendar and agenda. - Plenary Session Dates New!; - Plenary Session Dates; - Plenary Session Dates; - Plenary Session Dates.
Academy for Educational Development (AED) Organizational Capacity Self-Assessment Tool - Guidelines for Developing an Organizational Training Plan.