A Universal English Language Assessment Guide for University Students

1. A Universal English Language Assessment Guide for University Students By Charlei Butterfield Randall Feineis Dustin Heffner Bryan Mims Tae-Sik Kim Jieun Choi

2. 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. Vision An imagined idea or a goal toward which one aspires

3. 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

4. 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

5. Level Test • Parameters: • Duration of 1-2 hours. • Include sections on: • Reading comprehension • Grammar • Listening • Speaking

6. Level Test • Parameters: • The test should be clear and contain no discourse that might be: • Culturally bias • Age inappropriate • Otherwise unsuitable.

7. Level Test • Goal: • Establish 3 Class levels: • Advanced Classes (top 20%) • Intermediate Classes (next 50%) • Novice Classes (bottom 30%).

8. Level 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. Link (Appendix A)

9. Level 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

10. Level 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. Link (Appendix B)

11. Level 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

12. Level Test • Part 3: Listening Comprehension • Each audio segment should be accompanied with 1-3 questions. • Each audio segment will be played only once. Link (Appendix C)

13. Level 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)

14. 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

15. English Questionnaire • Topics: • General Information • English Background • English Confidence • Korean Confidence • Attitude Towards English Link (Appendix E)

16. 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

17. In Class Assessment Strategies • Teacher Assessments • Formal (During Presentations) • Multi-dimensional • Authentic • Informal (Activity Observation) • Skill based • Comprehensive • Peer Assessments • Formal (During Presentations) Link (Appendix F) Link (Appendix G) Link (Appendix H)

18. Student Self-Assessment (Unit) • Topics to be Assessed • Vocabulary learned • Directly • Indirectly • Grammar learned • Overall language confidence • Supplemental student resources Link (Appendix I)

19. 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

20. Teacher Evaluation Rubrics

21. Reading Rubric • Key Components • Oral Reading • Summarizing • Skimming & Scanning • Vocabulary Link (Appendix J)

22. Writing Rubric • Key Components • Grammar and Spelling • Content • Flow / Order • Vocabulary Link (Appendix K)

23. Listening Rubric • Key Components • Interpretation / Accuracy • Aural Comprehension • Ability to predict & Rationalize Choice • Oral Comprehension & Ability to Respond Link (Appendix L)

24. Speaking Rubric • Key Components • Pronunciation • Fluency • Grammar and Vocabulary • Effort Link (Appendix M)

25. 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

26. Speaking Assessment Practice (1) Think Pair Share (Appendix N)

27. Speaking Assessment Practice (1) • Appropriate Score Ranges • Pronunciation (2) • Fluency (1) • Grammar & Vocabulary (2) • Effort (2)

28. Speaking Assessment Practice (2) Think Pair Share (Appendix O)

29. Speaking Assessment Practice (2) • Appropriate Score Ranges • Pronunciation (4) • Fluency (4-3) • Grammar & Vocabulary (4-3) • Effort (5)

30. Speaking Assessment Practice (3) Think Pair Share (Appendix P)

31. Speaking Assessment Practice (3) • Appropriate Score Ranges • Pronunciation (5) • Fluency (5) • Grammar & Vocabulary (5) • Effort (5)

32. 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

33. Post Course Questionnaire • Topics • Self progress assessment • Assessment of class and teacher • Skill assessment Link (Appendix Q)

34. Questions & Comments

35. References • 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.

36. References • 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