Diagnostics and Goal-Setting in One Hour or Less Alexis Terrell Tara Waller

Overview of Programs General English Program  English proficiency for successful social and professional communication The Academic English Program  Develop academic, critical thinking, and linguistic skills to succeed in a US university. The Pathway Programs (Undergraduate and Graduate)  combine intensive language study, academic skills development and academic coursework for students to successfully progress through the US university system.

Placement test battery Accuplacer: Listening and Reading Overview of Programs New Students: Placement test battery Accuplacer: Listening and Reading Instructor (Calibrated prior): Writing and Speaking New Students & Continuing Students: In-Class Diagnostics Each class has two diagnostics. Recently reviewed by an Associate Program Manager.

Our diagnostics, while “OK”,… Diagnostic Revision CEA Accreditation Our diagnostics, while “OK”,… Did not test mastery of the objectives of the preceding and subsequent courses. Primarily informed the instructor of the students’ current abilities. Acted as a tool for progression and check on placement tests. It took CEA accreditation to focus us on what students need to know, should already know, are going to need to know.

How do YOU use diagnostics? Brainstorming How do YOU use diagnostics?

inform the test-taker (and instructor) of their strengths/weaknesses. The Forgotten Roles Diagnostics: inform the test-taker (and instructor) of their strengths/weaknesses. inform the test-taker of the objectives of the course. Serve as an opportunity to create a line of communication between instructor and student. need not only be pre-tests (on content and abilities), but also self-assessments (Identifying skills and competencies) “I expect you to know this.” “You’re going to learn this.” “You might already know some information about that.”

“I expect you to know this.” “You’re going to learn this.” The Forgotten Roles “…..Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students.” Adapted from the ‘Decision-making Loop', Saubern, Ralph (2010) “I expect you to know this.” “You’re going to learn this.” “You might already know some information about that.”

“I expect you to know this.” “You’re going to learn this.” The Forgotten Roles And students! “I expect you to know this.” “You’re going to learn this.” “You might already know some information about that.” Adapted from ‘Decision-making Loop’, Saubern, R (2010)

Diagnostics: Where to begin? Using Academic English Reading and Writing 3… 1) Look at objectives for previous course. Ex: understand main ideas, details of a short reading 2) Look at objectives for the course. Ex: understand main ideas and important details of a reading, vocab in context 3) Look at objectives for next course. Ex: understand main ideas, details, vocab in context, inferences; summarize, paraphrase All levels, all courses

Let’s take a closer look Time for a short sample diagnostic!

Diagnostics: Goal Setting for Both Instructor and Student Creation of a “Diagnostic Review” Form. Requirements: Combines the characteristics of the Pre-Test and Self-assessment types of diagnostic testing. Simple and easy to complete for the student. Easy for the student to quickly spot trends in their knowledge and set goals. Easy for the instructor to quickly spot trends that will shape teaching. Easy to keep for revision and conferences with students. Easy to apply to diagnostics assessing any skill.

Diagnostics: How do we bring them back to the forefront? Column 1 contains the skills that are assessed. Column 2 contains the questions on the diagnostic that pertain to each skill. Students circle the areas of their strengths and weaknesses.

Diagnostics: How do we bring them back to the forefront? Theory in Practice

Diagnostics: How do we bring them back to the forefront? Next Steps: Student Instructor 1. Given a copy of review sheet to complete following the diagnostic. 1. Keeps review sheets on file for future conferences with students. 2. Completes assessments and on-going activities to assess growth in weak areas and reinforcement of strengths. 2. Checks in throughout the term after skill objectives are taught via formative assessments. 3. Attends meetings with instructor. 3. Holds conferences with student to discuss progress. 4. Completes the diagnostic a second time and takes note of their own development and mastery. 4. Following the end of term, the diagnostic is re-administered and results compared.

Diagnostics: How do we bring them back to the forefront? In Practice:

Diagnostics and Goal Setting: Feedback “I did not like the test at the beginning. I feeled stupid I did not pass to the next level. I have no time for my program. At end, I felt better. It is okay I did not go to Level 4. I feel better of what I did this term, and I learned a lot.” “Talking with Ms. Alexis helped me. I knew what to study. Every time before the test she gave practice for each thing. When she talked about my weak thing, I feel she was talking only to me. I think she cared a lot.” “The paper annoy me at the beginning, I am not the teacher why I keep this? but at the end I understood it. I want to keep it for Level 4.” “I fight with Ms. Tara when she tell me I was not ready for Level 4. Moreover, I learned a lot in this class, so it was okay. Can I have another copy of the sheete?” “Students need to know what they need work on. Ms. Alexis showed me very clearly with information from my test. I am surprised she have it for every meeting. I feel she really wanted to help me. I passed, I know what to do next term.” “Even though I did not pass, I love the class. I feel anxiety because of my program start in fall only. Tara showed me why I have to work on my skills. I think I will do better next term.” “I always lose the paper! Thanks God Tara always have copy! Good job, Ms. Tara!”

Going forward.. Prepare the diagnostic as “practice” for the final. 2. Make the retake mandatory as a class assignment. 3. Use a bigger sample size to measure effectiveness

Thank you for attending! Questions or Comments? Alexis Terrell Alexis.Terrell@oregonstate.edu Tara Waller Tara.Waller@oregonstate.edu