Vivying Cheng has been upgrading Clarity’s programs to HTTPS. She discusses with Andrew Stokes on how the move towards greater security is a good thing for both teachers and students — and everyone else.
English Australia Journal reviews Practical Writing
Vanessa Tod of Macquarie University reviews Practical Writing for English Australia Journal.
Looking after student data
Recent developments in data protection regulations, and especially GDPR, have made Clarity think harder about how we deal with student data. In this interview, Dr Adrian Raper, Clarity’s Technical Director, who is also in overall charge of data protection, discusses where he draws the line between two opposing imperatives.
ClarityEnglish’s readiness for the GDPR
We care about protecting your privacy. Over the last 25 years, we have been scrupulous in keeping and updating our clients’ information in our database. In light of the GDPR, we would like to reassure you that Clarity and its staff are determined to protect the personal data that you have shared with us.
Cultural fairness in a placement test?
In this video, Andrew Stokes discusses how we can ensure that a placement test — or any other kind of language test — is culturally fair.
“The university sector is failing international students before they even arrive”
Andrew Stokes talks to teachers and students, and identifies three simple measures to boost students’ confidence both during the university application process, and in the crucial first few weeks.
HOPES: “a very positive example of European collaboration”
The HOPES Madad project was set up by European Union agencies to support Syrian refugees moving into higher education. In this interview, Clarity’s Technical Director Adrian Raper discusses the project, and the role played by the Dynamic Placement Test, with Harry Haynes and Hala Ahmed of the British Council.
“I didn’t have time to finish the test — and I’m an English teacher!”
Surely the more questions you answer in a placement test, the more points you get and the higher your score? If you can’t finish, you can’t do yourself justice. And that must invalidate the result.
Understanding student activity
Should independent learning be directed, free, or somewhere in between? How much do you need to advise, and how much feedback should you expect? This is partly a question of maximising learning potential for students, and partly a matter of control for teachers — but wherever you stand on the spectrum, there is some information which you really do need to access. At an absolute minimum, you need to know whether the online resources you are paying are actually being used.
IELTS preparation: getting students excited
How do you get your students started on their IELTS journey? This post outlines a successful 45-minute orientation session.