Exam organisation
➢ If you have submitted all the required tasks and have collected a minimum of 52 points
total, you are eligible to take the oral exam.
➢ The points for all the task will be in the IS by xxx at the latest (2 days before the start of
the exam period, which is January 2, 2024).
➢ Exam dates will be entered in the IS by xxx. Each student is entitled to 1 regular sit +
2 resits in case they are taking the course for the first time, or 1 regular sit + 1 resit for
students repeating the course.
➢ You must register for the exam in the IS in your seminar group’s slots unless
otherwise arranged with your instructor; in addition, there will be a sign-up sheet where
you can reserve a specific time.
➢ The points from the exam will be entered into the IS within 24 hours after the exam.
Exam procedure
You will participate in the oral exam as part of a group consisting of 3 to 4 students. When
it's your turn, briefly discuss:
1. Your motivation for studying and pursuing a career as a special educator.
2. Your approach to completing the portfolio tasks and how these tasks helped you achieve
your learning goals.
3. The overall progress you've made in English and your future plans for its improvement.
Additionally, be prepared to answer questions from both your peers and your instructor.
Note that there's no need to prepare any slides. For more guidance on preparing for the
exam, refer to the specific questions provided below:
1) Your studies and your work as a special educator
➢ What’s your name and what field of SE are you studying?
➢ What motivated you to become or to study to become a special educator?
➢ What is the SE job you are currently doing or would like to in the future. Why?
(ca. 1 minute)
2) Your learning goals and your learning process
➢ Where were you at the beginning of the course, and where are you now in terms of your
English? Which areas have improved the most and how?
➢ What were your goals at the start of the semester? What have you achieved?
➢ What strategies have you found most effective for improving your English skills?
➢ What challenges have you faced in learning English, and how have you overcome
them?
➢ What activities did you enjoy or find helpful, and what did you not?
➢ What are your plans for continuing to improve your English skills? Do you have any
specific goals?
(2-3 minutes)
3) Your portfolio tasks
Describe the process of working on your tasks, i.e., how you thought of topics, how you
searched for materials, how you proceeded, etc., and reflect on whether these tasks helped
you achieve your learning goals. Also, mention how you found the tasks: were they
enjoyable, relevant and challenging? Why?
(2-3 minutes)
4) Responding to questions
Finally, your colleagues (and the instructor) will ask you a few questions based on your
presentation.
(2-3 minutes)
Note that you will be expected to ask at least two relevant questions as a member of
the audience.
Assessment
You will achieve 20 points on the exam if you…
Criterion Description
Task
fulfilment
(10 pts)
clearly and effectively expresses motivation for studying special
education. Audience is fully informed.
can provide in-depth insights into your learning progress, effectively
relating your initial goals to your achievements, and clearly commenting
on your future plans for learning English.
offer a comprehensive reflection on all portfolio tasks, including the
process, challenges, and achievements
ask at least two relevant and insightful questions that demonstrate
engagement and understanding.
provide informed and evolved responses to all questions posed.
Clarity,
connecting
ideas and
body
language
(4 pts)
generally provide a well-organised talk, using a number of cohesive
devices, linking your ideas into clear and logical flow. Occasionally, there
may be moments where ideas change abruptly without smooth
transition.
manage paralinguistic aspects well (body language, gestures, facial
expressions, tone and pitch of voice, dependence on notes).
Language
(6 pts)
display a relatively high degree of grammatical accuracy. There may be
occasional errors, but they are hardly noticeable and generally repaired.
If errors occur, they do not cause misunderstanding. You use a wide
range of simple and some complex structures with good control.
Complex structures may be used with some rigidity, i.e. they are not
always the best choice for the situation.
Demonstrate a sufficient vocabulary range for a variety of topics,
including general contexts and Special Education (SE) terminology. You
make appropriate word choices. If inaccuracies in word choice occur,
they don’t impair communication.
pronounce sounds clearly with some systematic mispronunciations
which don’t lower intelligibility. You use intonation, stress and rhythm
appropriately with some influence of your mother tongue. This doesn’t
impair understanding. You speak mostly fluently. There may be some
hesitation, but few noticeable long pauses.
Reliance on notes
Your ability to present without heavily relying on your notes is vital for effective
communication. The following deductions will apply based on your dependence on notes:
➢ Relying heavily on notes: Deduction of 2 pts.
➢ Frequent reading from notes: Deduction of 1 pt.
➢ Independent speaking with minimal reference to notes: No deduction
Time management
Please stick to the suggested time ranges. Significant deviations will result in a deduction of
2 points.
Grading Scale
Grade Number of points
A 100 - 93
B 92 - 86
C 85 - 79
D 78 - 72
E 71 - 65
F 64 and less