GGEP Overall Assessment

This is the general assessment guideline for GGEP 1, 3, 4, 5, 7, 8, 9 and 11

At Edniche, Final exams and quizzes are not the most crucial determinant factor in our students’ results. Instead, the overall assessment is an ongoing one, which focuses on the following criteria:

Component of GradePercentage
Attendance, class participation, and quizzes15%
Edniche Online15%
Speaking projects25%
Writing assignments25%
Final exam (Listening and Reading tests)20%

A letter grade will be given based on the following the grading scale below:

                     A = 90% – 100% (Excellent)

                     B = 80% – 89% (Good)

                     C = 70% – 79% (Average)

                     F = 69% and below (Fail)

  • Attendance (5%):
    • It is important to always remember that at Edniche, we strongly encourage independent and active learning. While attending class is crucial, it is not compulsory for our young adults and adult learners to adhere to perfect attendance.  We want students to show up in class as much as they could be. But if students are hard-working and show independency in learning, having low attendance shouldn’t fail them. Yet teachers still need to keep a clear attendance record.
    • Despite the above mentioned, teachers are to inform students about the importance of attendance in the overall final assessment. 5% is given to students who show up regularly.
    • Teachers need to inform students in the beginning of the term that they should always inform teachers beforehand and ask for permission if they plan to be absent. This is because their presence affect the lesson plan.
  • Class participation (5%):
    • Additional reward of 5% is given to students who are active in class. Read more about Active Learner here.
    • Teachers should always include the expectation of students’ activeness in class orienation. State the objective of class participation clearly. Explain to the students why it is important to be active and how to be active learners.
    • Teachers should not wait for students’ interaction, though. Teachers should be proactive in stimulating active and participatory classroom environment. Read more about Student-Centered Learning and Student Motivation here.
  • Quizzes (5%):
    • Because students should get busy with their writing and speaking assignments/projects, teachers shouldn’t do many quizzes during the study term.
    • At Edniche, quizzes aren’t used as evaluation. It should be an assessment tool to help teachers identify students’ skills gaps. The result of the quizzes help teachers plan and teach better.
    • Teachers may do vocabulary, grammar, or skills quizzes as needed.
    • There should be only 2 or 3 quizzes per term. Quiz contents and duration are subject to teachers’ decisions.
    • All quizzes should be conducted online. Class sessions shouldn’t be used to do quizzes. 
    • Quizzes weigh 5% in the overall assessment.
  • Online practice (15%):
    • There are two online practices – iqonline practices that come with the book and edniche online that consists of our self-made videos couple with all the textbook-based exercises which are all converted to be online exercises.
    • Students are required to complete the practices and lessons in Teacher should motivate the students to consistenly do their online practices and constantly check their progress in Read more about how to check students’ progress in Edniche Online.
    • Though the students do and practices online as self-study, it doesn’t mean certain lessons are skipped. Teachers should always check if the students understand those online lessons. Read more about the use of Edniche Online to foster the speed of learning.
  • Speaking Projects (SP) (25%): It is called Speaking Project not assignment because this speaking skills demonstration is the end result of us following the project-based learning approach. Learn more about how to teach Speaking Skills and prepare for the Speaking Skills assessment – Speaking Projects – at Edniche. Here are some further reading about how Edniche adopted task-based, content-based and project-based approaches in classroom.

    There are four speaking skills demonstrations, one at the end of each unit.
    • Preparation: Teachers introduce the speaking project at the beginning of each unit when starting the LS book. Remember that the ultimate objective of the SP is to offer the floor to students to practice their speaking skills with all the knowledge and langauge points they have gained through out the unit. The projects could be completed using different activity types such as individual/group presentation, peer-to-peer conversation/interview, debate, role-play, etc. Activity doesn’t matter; it depends on the number of students in the class, students’ interaction and relationship, and more. Likewise, the teachers may change the type of the activity. Though, teachers have to discuss about the changes with the Head Teacher.
    • Since we, Edniche, are practicing task-based, content-based and project-based approaches, teachers will assign many tasks and inject many contents to students throughout the unit. After that teachers ask students to consolidate the outcomes of each task and content to finalize their speaking project according to the guidelines and requirements of each project. Finally, teachers will ask for their project outline which contains the brief information of their presentation, newly learnt vocabulary, phrases and expressions, and the grammar points.
    • Presentation: After teachers check and approve the outline, students need to present it to the teachers and classmates either in the form of in-class presentation or video recording depending on the requirement of the project. While a particular student or group is presenting, teachers need to assign other students to be observers and timers. They need to listen and observe the use of vocabulary, grammar point, pronunciation and record the time, and submit the report to the teachers. Hoewer, the roles of observers and time-recorder can be rotated.
    • Evaluation and feedbacks: Teachers finally evaluate the performance after listening to the presentation and checking the reports from obersevers. The score is given based on the criteria of each unit. Last but not least, teacher will offer either orla or written constructive feedbacks on the content as well as the language.

** All speaking documents can be found in courses in

  • Writing assignments (25%): All Q Skills books are linked, and some contents are repeated as students proceed through each level. Since the book is thematically organized, the writing tasks usually relates to the topic being discussed or covered during the whole unit. Not so different from speaking projects, students also need to complete their writing task after each unit in the Reading & Writing (RW) book in order to earn the full credit of 25%. There are 4 writing assignments in total.
    • Preparation: Teachers introduce the writing assignment in the beginning of each unit in RW book, so that students can start preparing from the start. Since we are practicing task-based, content-based and project-based approaches, teachers will assign many tasks and inject many contents to students throughout the unit. After that teachers ask students to consolidate the outcomes of each task and content to finalize their writing according to the guidelines and requirements of each assignment. Finally, teachers will ask students to submit their first draft.
    • Final draft: After teachers check the first draft, students will need to finalize their final draft and submit in Teachers can download students’ writings from the website and correct.
    • Correction and feedbacks: Teachers finally need to correct students’ writings according to the given marking criteria. If the writing is not satisfied enough, teachers need to ask students to rewrite. Moreover, in Edniche, the zero-toerance policy to plagiarism is one part of our culture, so teachers must be quick to recognize the pattern and ask students to rewrite in their own words. During the correction, teachers cannot let the mistakes go eventhough students are still in low levels, yet teachers can just skip the detailed explanation if students ask for elaboration. Finally, teachers give precise feedbacks to students’ writings, so students can improve the particular weaknesses in the next writing. For writing 1 and 3, teachers arrange time and offer the feedbacks individually, while teachers give comments to the writing 2 and 4 in group after their writings have been corrected by peers.

** All writing documents can be found in courses in

  • Final exam (15%): All teachers will also be involved in the construction of and reviewed the final exam test documents. At the end of the term, students are required to sit for one-day Final Exam which consists of two tests:
    • Listening test: 3 listening tasks, 30 questions, 30 minutes
    • Reading test: 3 reading articles, 30 questions, 60 minutes

We, Edniche, never want to fail students due to their test scores. So in case, any student cannot achieve the minimum score of 70%, teachers will need to review their speaking projects and writing assignments, and ask them to redo the project that they didn’t do well. Then teachers can revise the project and assignment score and pass them to the next level. In contrast, if the student is not willing to redo their project or assignment, he/she will be failed.

At the end of the term, all teachers will need to write down the overall comments and recommendations in students’ reports in

To see the sample of writing correction and speaking project from each level, visit the contents below:

EP1: Writing and speaking project correction

You also can download the Grade Sheet below to record your students’ scores.


This site uses Akismet to reduce spam. Learn how your comment data is processed.

Table of Contents