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TASK
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CONSIDERATIONS FOR
EVALUATORS
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USEFUL STRATEGIES
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Interview
(5-10 minutes)
The interviewer will ask you questions about your
background and educational interests. This part of the
exam will help you get used to the setting and help you
and the evaluators get used to each other’s accents. |
How clearly and
fluently you speak
Whether you participate actively in the dialogue
How well you comprehend the interviewers’ speech
How well you clarify misunderstandings |
Don’t just answer
“yes” or “no” to the questions.
Use your answers to the questions to give more
information about yourself or the topic.
If you don’t understand a question, ask for
clarification.
Avoid memorized responses. |
Lesson Presentation
(7-10 minutes)
Before the exam, prepare a 7-10 minute mini-lesson in
your field. It should be suitable for undergraduates in
an introductory class. You may find a suitable topic in
a course textbook or lab manual. You may use the
blackboard. Expect impromptu questions typical of those
you might receive from undergraduates. |
How clearly and fluently you
speak
How you introduce and organize the presentation
How effectively you explain the concept and what
strategies you use to promote understanding
Whether the topic is communicated at a level appropriate
for undergraduates without much prior knowledge of the
concept
Whether the terminology is appropriate
Whether key terms are defined comprehensibly
Whether questions are understood and responded to
adequately
How board work promotes understanding |
Greet the audience, introduce the
topic and tell what you will cover in your explanation.
Be sure to explain new or key terms clearly.
Consider using the blackboard or examples to help
promote understanding of the topic.
Check that “students” follow your explanation. |
Office-Hour Role Play
(5 min)
One of the evaluators will play the role of a student at
an office hour appointment. He will ask a question or
express a concern about the subject, a class management
issue (tests, absences, homework, grades) or problems
(illness, problems with group work). You will respond to
the question or concern as you might in a real office
hour appointment. |
Your interactional communication
skills
Whether you grasp the real intent of questions
Whether you respond appropriately
How well you clarify misunderstandings |
If you are not clear about the
intent of a question or don’t understand the language,
ask for clarification.
Talk to an experienced AI about what kind of concerns or
questions students bring to the office hour. |
Video Questions Handling
(4 minutes)
You will respond to 10 typical student questions
presented on videotape (e.g. “When are your office
hours?”). |
How clearly and fluently you
speak
How fully the questions are understood
Whether the replies seem logical |
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