Notes on editors and contributors
Acknowledgements
1. Introduction – A User’s Guide
Beverley A. Yamamoto and Don Bysouth
Setting the Context for the Handbook
Creating the Scaffolding for Quality Enhancement
The Global 30 Project and Paying Attention to Outcomes
Visualizing ‘Quality’ Practice
The Purpose of this Handbook
Navigating the Handbook
Part One Creating the Framework for Enhancing
the Quality of English-Medium Programs and Courses
Beverley A. Yamamoto and Don Bysouth
2. Scaffolding Quality – Key Curriculum Concepts
Benchmarking
Learning Outcomes
Curriculum Alignment
Syllabus Writing
Course Learning Outcomes
3. Levels of Learning and Instructional Methods
Levels of Learning
Instructional Methods
Selecting Instructional Methods
4. Assessment as Linked-up Practice
Forms of Assessment
Assessment Methods
Selecting Assessment Strategies
Using Criteria and Descriptors
Preventing Plagiarism and Setting Internationalization Goals

5. Feedback as Practice in Dialogue
Student and Instructor Feedback
Samples of Assessment Types with Instructions
and Associated Feedback and Criteria
6. Moderation - Ensuring the Reliability and Validity
of Assessment
Internal Moderation
External Moderation
Course Leader Reports
Part Two Refl ections on Teaching and Learning
on an English-medium Program
7. Introduction – Teaching Refl ections
Viktoriya Kim, Saori Yasumoto and Christie Lam
8. Syllabus Design
Viktoriya Kim
9. Assessment Issues in Multicultural Classrooms
Saori Yasumoto
10. Management Issues in Multicultural Classrooms
Christie Lam
11. Enhancing the Role of Teaching Assistants
in the Delivery of English-medium Courses
Yukiko Ishikura
Part Three – From Handbook to Practice
Beverley A. Yamamoto and Don Bysouth
12. Conclusion – Enhancing Quality and Practice