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Assessment and Certification

Assessment and TEFL Certification


In order to be awarded the Via Lingua Certificate in Teaching English as a Foreign Language, all trainees must commit themselves to meeting the following requirements:

  • Attend all required workshop sessions
  • Complete all assignments required by the trainers
  • Successfully complete a teaching practice program
  • Demonstrate a prescribed level of competence in relation to each of the five components (pedagogy theory, language awareness, teaching skills, cultural awareness and life skills) as measured against the Via Lingua Framework for Personal and Professional Standards (FPPS)


At Via Lingua, we seek to gain an accurate picture of each trainee's skill levels, achievement levels and progress. In order to realize this objective, we have developed a range of assessment strategies and tools, all of which involve a combination of self assessment, teacher assessment and peer assessment.

There are six formal assessment activities in which all trainees are required to participate (accompanied by an indication of weighting in relation to certification):

  • Observed and assessed teaching practice with groups of EFL students
  • The Individual Student Teaching Project
  • The final test
  • The personal and professional portfolio
  • The Group Project
  • Attendance 

The personal and professional portfolio acts as a progress log and is a very significant element in the assessment process.

All trainees who spend time in a Via Lingua Study center are required to establish and maintain a personal and professional portfolio. The portfolio acknowledges and celebrates previously developed skills, talents and achievements, as well any additional ones developed during the stay at the center.

Through reference to the set of standardized statements, contained in the Via Lingua Framework for Personal and Professional Standards (FPPS), the portfolio enables the individual to record achievements, as well as to identify "growth points". It is the basis for each student to negotiate an appropriate study program when s/he arrives at the study center. In addition to its primary use as a record of achievement, certain sections of the portfolio may be used for assessment purposes when determining whether certification will be recommended.

A student is responsible for demonstrating his / her competence in relation to the statements contained in the FPPS, through the medium of the portfolio.

Assessment Activity Coverage of strands Weighting Credits available Grade Scale
Observed and Assessed Teaching Practice
with groups

Teaching skills
Pedagogy Theory
Language Awareness
Cultural Awareness
Life Skills

36% 0-36

31-36 Distinction
23-30 Merit
16-22 Pass
10-15 Refer
0-9 Fail

Individual Student Teaching Project
(assessed assignment)

Teaching skills
Pedagogy Theory
Language Awareness
Cultural Awareness
Life Skills

24% 0-24

20-24 Distinction
15-19 Merit
10-14 Pass
6-9 Refer
0-5 Fail

Final Test

Language Awareness
(sections 1-5)
Pedagogy theory
(section 6)

24% 0-24

20-24 Distinction
15-19 Merit
10-14 Pass
6-9 Refer
0-5 Fail

Portfolio

Life Skills
Teaching Skills
Pedagogy Theory
Cultural Awareness
Language Awareness

8% 0-8

7-8 Distinction
5-6 Merit
3-4 Pass
2 Refer
0-1 Fail

Group Project

Cultural awareness
Life Skills

4% 0-4

4 Distinction
3 Merit
2 Pass
1 Refer
0 Fail

Attendance Life Skills 4% 0-4

4 Distinction
3 Merit
2 Pass
1 Refer
0 Fail

When calculating the final overall grade, there are five possible categories of award: distinction, merit, pass, refer and fail. The overall grade is calculated in the following way.

Award Descriptor Total Credits Grade equivalent

Distinction
(80-100%)

Outstanding 80-100 A

Merit
(60-79%)

Excellent

73-79
67-72
60-66

B+
B
B-

Pass
(45-59%)

Meets requirements

52-59
45-51

C+
C

Refer
(30-44%)

Meets most requirements
(bare pass)
Fails to meet a number of requirements
(bare fail)
Fails to meet many requirements
(fail)
40-44

35-39

30-34
C-

D+

D

Fail
(0-29%)

Fails to meet most or all requirements 0-29 E
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