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LPT Survey results

LPT Survey results. Maria Pinto. General data. Sent out on 9 May 2008 Sent to 13 teachers Respondents: 10 Non-respondents: 3. Aims of the survey. To gather data on the number of non-freshmen students in freshmen classes To find out teachers’ opinions about:

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LPT Survey results

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  1. LPT Survey results Maria Pinto

  2. General data • Sent out on 9 May 2008 • Sent to 13 teachers • Respondents: 10 • Non-respondents: 3

  3. Aims of the survey • To gather data on the number of non-freshmen students in freshmen classes To find out teachers’ opinions about: • whether the LPT had worked to place the majority of students appropriately • the suggestion by Academic Affairs that the LPT be administered every semester • the changed grading curve • grouping by level

  4. Data by level

  5. Non-freshmen students AIM 1: To gather data on the number of non-freshmen students in freshmen classes

  6. Non-freshmen students Questions: • Non-freshmen to do the LPT? • Non-freshmen-specific English language courses?

  7. Freshmen students AIM 2: To find out whether, in teachers’ opinions, the LPT had worked to place the majority of students appropriately

  8. Level 1 freshmen

  9. Level 1 freshmen: comments In your opinion, are the freshmen students in the appropriate level for their abilities? Please explain. • 4 respondents • 3 teachers: Yes • 1 teacher: The book is too difficult for some classes • 1 teacher: Adult (mature age) freshmen students are not in the appropriate level • 2 teachers: Need for a True Beginners course

  10. Level 2 freshmen

  11. Level 2 freshmen: comments In your opinion, are the freshmen students in the appropriate level for their abilities? Please explain. • 9 respondents. • 9 teachers: Most students in the appropriate level • 4 teachers: Attitude and lack of motivation lead to their poor results, not lack of ability. • 1 teacher: Students are a true level in reading and writing, but their listening and speaking skills lag behind by at least 1 level.

  12. Level 3 freshmen

  13. Level 3 freshmen comments In your opinion, are the freshmen students in the appropriate level for their abilities? Please explain. • 6 respondents • 5 teachers: For the most part, yes • 2 teachers: Students’ reading and writing skills far more advanced than their speaking skills • 1 teacher: ‘C’ scoring students are not putting any effort in to get that grade

  14. Conclusions • Majority of students appear to be appropriately placed • Need for a True Beginner course • Needs of adult (mature age) students • Needs of non-freshmen students

  15. Timing of the LPT AIM 3: To find out teachers’ opinions regarding the suggestion by Academic Affairs that the LPT be administered every semester

  16. LPT timing • How often do you think the LPT should be administered? • Once a year: 8 teachers • Every semester: 1 teacher • Did not reply: 1 teacher

  17. The grading curve AIM 4: To find out teachers’ opinions regarding the changed grading curve

  18. Grading curve: teachers How do you think the differentiated grading curve will affect your grading? • Won’t affect it: 7 teachers • I want to be able to give more A and B grades to Level 1 students: 3 teachers • “I will not give 40% A grades just because I can.” • “If the administration wants me to start grading easier, it needs to say so explicitly. ... I probably will anyway, thanks to student evaluations.”

  19. Grading curve: students How do you think the differentiated grading curve will affect student participation and attitude towards English study? • Will decrease motivation for Level 1s: 3 teachers • Will decrease motivation for Level 3s: 3 teachers • “I don’t tell my students the grade curve” • “I tell my students 20% As”

  20. Grading curve: students How do you think the differentiated grading curve will affect student participation and attitude towards English study? • “I look unprofessional, because the department changed the rules after I had told my students the old rule.” • “I don’t think students are motivated by a grade curve.” • “Students might be more competitive because they’re competing with their peers.” • “Students will be more motivated if they believe the teacher has the unlimited power to give them lower grades.”

  21. Grouping by level AIM 5: To find out teachers’ opinions regarding grouping by level

  22. Grouping by level: problems • Book too difficult • Student participation • ‘Major’ activities • Student helpers • Classroom behaviour and discipline • Oral exam pairings

  23. Advantages • Discipline • ‘Major’ activities • Ability-appropriate material • English focus in classroom • Genuine information gap • Less intimidation • Less boredom

  24. Disadvantages • None – 4 teachers • Teacher builds classroom community • Participation • Student support • Unwillingness to mingle • Teacher helpers

  25. Thank you!

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