1. A Universal English Language Assessment Guide for University Students By Charlei ButterfieldRandall Feineis Dustin HeffnerBryan Mims Tae-Sik KimJieun 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.

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) (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 Assessment Skills ListeningSpeakingWritingReading

21. Reading Rubric Key Components ▫Oral Reading ▫Summarizing ▫Skimming & Scanning ▫Vocabulary Link (Appendix J) (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. Think Pair Share Speaking Assessment Practice (1) (Appendix N)

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

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

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

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