A Universal English Language Assessment Guide for University Students

A Universal English A Universal English Language Assessment Language Assessment Guide for University Guide for University StudentsStudents

ByCharlei Butterfield Randall FeineisDustin Heffner Bryan MimsTae-Sik Kim Jieun Choi

Vision Statement

Our vision of this presentation is to effectively and efficiently introduce and explain a variety of assessment techniques that can be incorporated into freshman university English classes. Also, the goal is to provide an invaluable resource to all freshman instructors; in the hopes of creating a dynamic, enjoyable and practical course.

Presentation Structure• Pre-Course

▫Level Test• Introductory Lesson

▫Questionnaire• In Class

▫Teacher Assessment Strategies▫Peer Assessment

• Exam Day▫Rubrics

• Speaking Assessment Practice▫Video

• Post Course▫Questionnaire








Level TestLevel Test•Parameters:

▫Duration of 1-2 hours.

▫Include sections on: Reading comprehension Grammar Listening Speaking

Level TestLevel Test•Parameters:

▫The test should be clear and contain no discourse that might be: Culturally bias Age inappropriate Otherwise unsuitable.

Level TestLevel Test•Goal:

▫Establish 3 Class levels:

Advanced Classes (top 20%)

Intermediate Classes (next 50%)

Novice Classes (bottom 30%).

Level TestLevel Test•Part 1: Reading Comprehension▫The reading component should

consist of 3-5 reading passages varying in length and difficulty.

▫The texts should be culturally relevant.

▫Questions should test the student’s ability to comprehend the reading and vocabulary.

LinkLink(Appendix A)(Appendix A)

Level TestLevel Test•Part 2: Grammar

▫Core focus will be on verb forms: Present simple Present continuous Simple past Future.

▫Minor focus will be on the use of: Adverbs of frequency Adjectives Basic prepositions.

continue

Level TestLevel Test•Part 2: Grammar

▫Questions should test the student’s understanding of common English discourse and lexicon.

▫Questions should not be static and should vary in

difficulty and structure. LinkLink(Appendix B)(Appendix B)

Level TestLevel Test•Part 3: Listening Comprehension

▫Short audio conversations between two individuals or monologues should be played of varying length and difficulty.

▫Questions should be designed to test the student’s ability to comprehend the dialogue and discern pertinent data.

continue

Level TestLevel Test•Part 3: Listening Comprehension▫Each audio segment should be accompanied with 1-3 questions.

▫Each audio segment will be played only once.

LinkLink(Appendix C)(Appendix C)

Level TestLevel Test•Part 4: Speaking

▫The speaking portion should be broken down into the following categories: Read a passage out loud. Describe the picture. Short answer questions. Long answer questions.

Link

(Appendix D)(Appendix D)








English English QuestionnaireQuestionnaire•Topics:

▫General Information

▫English Background

▫English Confidence

▫Korean Confidence

▫Attitude Towards English LinkLink(Appendix E)(Appendix E)








In Class In Class Assessment Assessment StrategiesStrategies•Teacher Assessments

▫Formal (During Presentations) Multi-dimensional Authentic

▫Informal (Activity Observation) Skill based Comprehensive

•Peer Assessments▫Formal (During Presentations)

Link(Appendix F)(Appendix F)

Link(Appendix G)(Appendix G)

Link(Appendix H)(Appendix H)

Student Student Self-Assessment Self-Assessment (Unit)(Unit)•Topics to be Assessed

▫Vocabulary learned Directly Indirectly

▫Grammar learned▫Overall language confidence▫Supplemental student resources LinkLink

(Appendix I)(Appendix I)








Teacher Evaluation Teacher Evaluation RubricsRubrics

Reading RubricReading Rubric•Key Components

▫Oral Reading

▫Summarizing

▫Skimming &

Scanning

▫Vocabulary Link(Appendix J)(Appendix J)

Writing RubricWriting Rubric•Key Components

▫Grammar and Spelling

▫Content

▫Flow / Order

▫Vocabulary

Link(Appendix K)(Appendix K)

Listening RubricListening Rubric•Key Components▫Interpretation /

Accuracy▫Aural Comprehension▫Ability to predict &

Rationalize Choice▫Oral Comprehension

& Ability to Respond Link(Appendix L)(Appendix L)

Speaking RubricSpeaking Rubric•Key Components

▫Pronunciation

▫Fluency

▫Grammar

and Vocabulary

▫EffortLink

(Appendix M)(Appendix M)








Think Pair Share

Speaking Assessment Practice Speaking Assessment Practice (1)(1)

(Appendix N)

Speaking Assessment Speaking Assessment Practice (1)Practice (1)

•Appropriate Score Ranges

▫Pronunciation (2)

▫Fluency (1)

▫Grammar & Vocabulary (2)

▫Effort (2)

Think Pair Share


(Appendix O)




▫Fluency (4-3)

▫Grammar & Vocabulary (4-3)

▫Effort (5)

Think Pair Share


(Appendix P)




▫Fluency (5)

▫Grammar & Vocabulary (5)

▫Effort (5)








Post Course Post Course QuestionnaireQuestionnaire•Topics

▫Self progress assessment

▫Assessment of class and teacher

▫Skill assessment LinkLink(Appendix Q)(Appendix Q)

Questions & Questions & CommentsComments

ReferencesReferences• California Department of Education. (2009) English-Language

Development Standards for California Public Schools Kindergarten Through Grade Twelve (ISBN 0-8011-1578-7) Sacramento, California: CSEA members

• Helgesen, M., Brown, S., and Wiltshier, J., ((2010). English Firsthand Success, 1 and 2, Student Books. Hong Kong: Pearson-Longman Asia ELT.

• Omni Pictures (2011).The Worldwide Accent Project. Retrieved from http://www.youtube.com/watch?v=-8VTuM129HA

• Richards, J.C. and O’Sullivan, K.(2009). Join In 2, Student Book. New York: Oxford Press.

ReferencesReferences• Rossiter, M.J. (2009). Perceptions of L2 Fluency by Native

and Non-native Speakers of English. The Canadian Modern Language Review, 65,3, 395-412.

• Stempleski, S., Douglas, N., and Morgan, J.R. (2005). World Link 2, Student Book. Boston: Thomson Corporation.

• Trew, Grant (June 2, 2008).Tactics for TOEIC Speaking and Writing Test. Oxford publishing

• Wikipedia

Documents

A Universal English Language Assessment Guide for University Students