Reglement Leistungsbeurteilung Englisch Sek II (Fachdidaktik)
Erlassen von der Professur Englischdidaktik am 20. Februar 2010, revidierte Fassung gültig ab 1. Mai
2017
1. Introduction
This document describes the final exam and the use of the portfolio as a tool of learning and
assessment in Fachdidaktik Englisch (Sek II). In FD courses and seminars both formative and
summative assessment are portfolio-based (using the e-portfolio "SwitchPortfolio"). In this context, the
portfolio serves as a place for self-assessment and reflection, a record of achievement and (ideally) a
source of pride and joy. Its main functions are to document and appraise a wide range of
performances over time, to give students a platform for sharing their work and to serve as a basis the
pass/fail assessments in each individual FD course. The portfolio is also discussed in the final FD
exam. Beyond the PH, the portfolio could further be used in job interviews or as a tool for life-long
learning.
2. Creating the Portfolio
Students use the e-portfolio software "SwitchPortfolio" as the basis for their portfolio work. The
portfolio contains all Studienleistungen from the FD-courses (mainly the teaching units). Each teaching
unit should be represented as a “page” on "SwitchPortfolio" containing the most important information
and some additional documents.
As these documents will come from different contexts, it is important that each one has a section
containing a summary and a short reflection about that particular piece of work. These reflective
sections should help the reader understand the context of the individual documents.
When preparing the portfolio for the exam, students are free to add a maximum of two documents
from other contexts (Reflexionsseminar, teaching placements, etc.) if they want to document their
work and progress outside of FD classes. This is not compulsory, however.
Students have the option to revise their portfolio ahead of the exam. When doing so they should keep
the following points in mind:
1) Each teaching unit should start with a short reflection on the student's work, using these questions:
• What is the unit about?
• What does it show about you as a teacher?
• What was challenging for you? Why?
2) No more than 5 separate pdf or word-files should be posted to a unit for download. Incorporate
planning and commentary into the main text boxes wherever possible.
3) Feedback from peers or lecturers from a unit must not be deleted (even when updating a TU for
the final exam). The final unit grows out of the draft, it does not replace it. Student reflection and
possibly action taken on feedback received is an important area for discussion in the exam and
must therefore be visible on the relevant SwitchPortfolio page.
4) A cover page should preface the portfolio as a whole, with students posting one short commentary
for each unit (see sample texts in appendix). The cover page serves as an orientation point for all
readers and will support student reflection on the main takeaways of each unit.
Students who have done parts of their teaching diploma at other institutions can produce a mixedmedia portfolio, submitting some documents in the form they were originally created in. Students who
do not need to complete all four PH FHNW courses in Fachdidaktik Englisch for any reason should
consult the lecturers in good time before the exam to discuss how to prepare their portfolio.
Please refer to relevant example teaching units discussed in the individual seminars for
guidance and discuss any queries with the lecturer.
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3. Oral Exam
The FD oral exam (30’) tests students’ knowledge of key theories, practices and methods of English
teaching and learning. The materials, contents and theoretical texts covered in the individual FD
seminars serve as the basis. It is important, therefore, that candidates study these texts and materials
in detail, and that they demonstrate a sound knowledge of their contents and link them with their own
teaching beliefs and practices.
In addition, examiners will discuss certain aspects of the portfolio in the exam, for example asking
candidates to explain, contextualise or re-evaluate certain issues or materials. The final grade,
however, is awarded on the basis of the candidate’s knowledge of FD theory (i.e. theoretical texts and
the associated best practice for the classroom) and his/her performance on the day.
Students who have completed all their FD-Studienleistungen can register for the exam. They can
express a preference for the lecturer they wish to be examined by and this will be taken into account
as far as possible. It is important that students submit their portfolio least one week before the actual
exam in accordance with the deadline arranged in the seminar, making all relevant views and
documents accessible for the examiner in question.
The portfolio sets out to acknowledge the fact that learning is an intensely social process and that a
range of people contribute to our achievements and successes (teachers, friends, colleagues, etc.).
For example, some documents may have been produced together with another student or under the
guidance of an experienced teacher. If this is the case, students must show in what context their
learning occurred, where they their ideas came from and how they put these into practice. However,
the impression that students had external help that they did not declare or included work not originally
theirs will lead to a low or failing grade in the exam.
NB: Students do not need to have completed all their teaching placements nor their Master's degree in
their academic subject in order to take their FD-exam.
As will be clear from the requirements above, theoretical texts covered in the various seminars are
relevant for the exam. Students should refer to the course materials and readers for a comprehensive
list of recommended texts. Among others, these may include excerpts from the following books:
Harmer, Jeremy (2007): The Practice of English Language Teaching. Fourth Edition. Edinburgh:
Longman (chapters dealt with in FD 1.1)
Hyland, Ken (2003): Second Language Writing. Cambridge: CUP (chapters dealt with in FD 1.3)
Thaler, Engelbert (2008): Teaching English Literature. Paderborn: Schöningh (chapters dealt with in
FD 1.4)
Thornbury, Scott (2002): How to teach vocabulary. Edinburgh: Longman (chapters dealt with in FD
1.2)
Thornbury, Scott (1999): How to teach grammar. Edinburgh: Longman (chapters dealt with in FD 1.2)
Students should note that this is an illustrative list only. They should refer to their course-readers for
the definitive selection of theoretical texts and should bear in mind that careful study of these
texts and materials is required to pass the exam.
Students are also encouraged to read texts additionally to those set in the reader (see the
reading list in each course overview for suggestions).
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4. Assessment criteria
The final grade a student is awarded in the FD Leistungsnachweis reflects the range and quality of
his/her knowledge of the theory and practice of ELT as demonstrated in the oral exam. In addition,
certain aspects of the portfolio may be relevant for the final assessment.
In the exam, the student …
…
shows a good knowledge of the relevant study-texts and portfolio documents and can assess
their relevance for his/her own teaching
…
is aware of the most important trends in ELT (as they appear in the study-texts) and their
practical implications for the classroom
…
is able to present his/her portfolio and to reflect on the documents presented in it
…
can explain his/her teaching ideas and reflect upon them critically (offer alternatives, take a
different perspective, etc.)
…
can link his/her own teaching practice to relevant theoretical findings (e.g. analyse his/her own
approach in terms of different concepts of teaching and learning)
…
can see ELT as part of secondary education in a larger context (link with
Erziehungswissenschaften)
…
knows the main goals of education at the Sekundarstufe II and finds ways of putting them into
practice
…
knows specific issues of teaching and learning at the Sekundarstufe II (literature, independent
learning, etc.) and what they mean for the practice of ELT at this level.
The portfolio …
…
is submitted on time
…
contains all the relevant documents from the various Studienleistungen
…
is well-presented, orderly and carefully organised
…
contains documents which reflect up-to-the-minute knowledge and thinking about the various
topics
…
makes explicit which theories, texts, sources, research findings, etc. influenced the student’s
thinking about the topics
…
contains reflections in which the student discusses his/her work critically and reflects upon
his/her personal development
…
makes explicit how far the student (may have)co-operated with others and how this influenced
his/her work
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5. Appendix
The teaching units for the portfolio are presented as “pages” in SwitchPortfolio. As part of these
pages, it has proved helpful in the past if students added some reflection on their learning processes
at the beginning. The following are examples of such reflections, sometimes called the “Letter to the
Reader”. These texts should be collated (in modified, shortened or expanded form as appropriate) on
the overall cover page of the portfolio.
1.2. Grammar & Vocabulary in Context
REFLECTIONS: The invaluable insight gained from this course has been the inductive approach
to grammar, which (for me) has opened up the possibility of navigating a range of approaches to
select what works for a given group of learners. I have found it immensely motivating that there
indeed seems to be a golden mean between the frontal grammar board work of PPP and the
often impractical excesses of a puritan TBL: namely students discovering the function of
grammatical structures in texts and dwelling on their linguistic insights, rather than simply
registering language form and function as a by-product of a given task outcome. [See especially
Keller, Stefan, Kompetenzorientierter Englischunterricht (Cornelsen, 2013) pp. 74-91]. The aim of
this teaching unit has accordingly been to use the overarching topic of Cultural Encounters as a
framework for students to (re)discover the types, positions and functions of adverbs by
engaging with a humorous and authentic text extract (from Bill Bryson's Notes from a Small
Island) and by subsequently exploring how adverbs can enrich their own style of expression,
especially in their creative writing.
1.4. Literature in the EFL Classroom
REFLECTIONS: This FD course allowed me to explore the use of film (in this case Charlotte
Gray) as a valuable pedagogical tool in the classroom (instead of relegating this medium to the
status of an 'end of term treat` in some way subservient to literature). It highlighted the benefits
of using audio-visual materials to support the full range of students' receptive and productive
skills in a stimulating way. At the same time, the project also brought a range of unexpected
challenges to my attention, not least the artificial endeavour of reducing a feature film into
lesson-size chunks over a lengthy teaching unit. [See also Thaler, Engelbert , Teaching English
Literature (Paderborn, 2008) pp. 174-181]. Since I completed this teaching unit in my second
semester and taught it in my Higher English Class (B2-C1), the planning is rather complex and
full to deal with an extremely heterogeneous group. My key insight was that even in classes that
require intensive individualisation, simplicity and clarity of student aims facilitate learning
best.
Acknowledgment: Our thanks to Alexandra Ramsden for sharing her work here.
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