Part B
The tests are designed to assess progression through the levels, and at any one level the prior language knowledge and attainment required is that defined in the assessment units in the ESL level below measure at the comprehension or higher levels of Bloom’s (Bloom, et al) Taxonomy.
The tests are designed for learners who are aged 18 and over, whose first language is not English. It is expected that the learners’ educational and employment backgrounds will be diverse, as well as their aspirations, literacy levels and language learning skills. This diversity is reflected in a range of material selected for use in these test and the task types which students need to complete.Testing opportunities are designed to ensure that each assessment experienced by individual students is fair, objective and previously unseen.
Grading and results, Marking and grading
Reliability
Equal opportunities
This test is designed to be fair to all test takers, whatever their background or circumstances. A key concern is that the exam differentiate on ability only and free from any form of discrimination. Special provisions are also available for test takers who would otherwise be disadvantaged by a temporary or permanent disability, or other circumstances (see ‘special circumstances’).
Special circumstances
Special circumstance covers one extra area: special arrangements.
Special arrangements are available for students with special requirements. They may include extra time, separate accommodation or equipment, Braille transcription, etc.
A detailed guide
Reading unit:
All reading tasks are designed to reflect the end-term experience of the ESL learners. They draw an authentic or semi-authentic experience texts and task types, and provide an opportunity for students to respond to language in a similar way to that which is asked of them in the course of their daily lives.
Dictionaries cannot be used at any level.
Marking:
The objective-style part of the Reading tests at Levels 1 and 2 consist of 12 – 15 items including (multiple-choice, alternative response, matching, completion or short answer) questions based on a variety of texts replication real-world reading skills. For both levels there are 12 – 15 marks available and all questions must be answered within 1 hour and 30 minutes. The reading tasks are designed to reflect the everyday experience of the ESL learner. They draw on authentic or semi-authentic texts and task types and provide an opportunity for students to respond to language in similar way to that which is asked of them in the daily course of their lives.
Focus
At level 1, the principal focus is to gather evidence that students can read and understand straightforward texts of varying lengths on a variety of topics accurately and independently, and can read and persuasive texts. Assessment is based on the following learning outcomes and assessment criteria.
Learning outcomes
The leaner will:
Be able to gain meaning from text.
Be able to distinguish the purpose of text.
Be able to find information in the text.
The learner can:
Identify the main points in straightforward text.
Identify the main events in straightforward text.
Use language features to identify meaning in straightforward text.
Identify the meaning of words in straightforward text.
2.1 Identify the purpose of straightforward text.
3.1 Obtain relevant specific information from straightforward text
Reading unit
At Level 2, the principal focus is to gather evidence that students can read a range of texts of varying complexity accurately and independently, and can read and obtain information of varying lengths and detail from different sources in a wide range of text types. Assessment is based on the following learning outcomes and assessment criteria.
Learning outcomes
Learner will:
Be able to gain meaning from text.
Be able to distinguish the purpose of the text.
Be able to find information in text.
The leaner can:
Identify the main points of text.
Identify the main events of text.
Use language features to identify meaning in text.
2.1 Identify the purpose of the text.
3.1 Obtain specific information from text
Evaluate information from different sources.
Matching test – Match every part of speech with an appropriate definition.
OBJECTIVE 1: Given the table, the student can appropriately define every part of speech.
Time limit: 15 minutes.
Total possible points: 18 (one correct answer is worth 2 points).
Special arrangements are available for students with special requirements. They may include extra time, separate accommodation or equipment, Braille transcription, etc.
Multiple-choice test
OBJECTIVE 2: Students practice the skill to analyze and identify the part of speech according to their characteristics and combinability of words.
Total possible points: 28 (one correct answer is worth 2 points).
Special arrangements are available for students with special requirements. They may include extra time, separate accommodation or equipment, Braille transcription, etc.
Direction: Many words can be more than one part of speech. The part of speech a word belongs to depends on how the word is used in a sentence. Read each sentence, and then decide the part of speech of the italicized word: a) adjective b) noun c) verb
Example: Every four years, the public votes in the presidential election.
a) adjective b) noun c) verb
Explanation: The answer is b because votes describes an action. It tells what the public does every four years. Therefore, votes if a verb.
Note: Students are expected to provide oral explanations for their answer.
When something is shaking it rocks back and forth. _______
A lot of elements of interior design are made of rocks. ______
My mother often rocks in her rocking chair when she has nothing to do in the evening. ______
You can find rock collections in museums or specialized geology department. _______
People should limit the consumption of wood for producing paper. ______
It usually takes a lot of cloth to make curtains. ______
I like wearing my cloth coat, it is very comfortable. ______
This box is so light that I don’t need help with carrying it back. ______
I rang the doorbell. The light was on, but nobody answered. ______
In this picture lightcolors dominate over dark ones. ______
Amy, could you lightthe candles on the birthday cake please? ______
Sue’s mother is the light of her life. ______
This fish id delicious and light. ______
Alternative response test
OBJECTIVE: this task helps students better understand the constructions (not) as (as) or less (than)
Total possible points: 12 (one correct answer is worth 1 point).
Special arrangements are available for students with special requirements. They may include extra time, separate accommodation or equipment, Braille transcription, etc.
SD: Um, I think they’re about equal. For me, Paola was just 26) (strong) _________ Gisela.
SD: True, but on the other hand Gisela’s qualifications are 29) (good)______________ Paola’s. Paola hasn’t worked for 30) (long) ________ Gisela, but Gisela is 31) (well-qualified) ________ Paola.
SD:Well, Paola was 34) (talkative) ________ Gisela, but I actually think Gisela was 35) (confident) __________. And Paola’s test results were also 36) (high) _________ Gisela’s. I’d like to offer her the position.
Performance-based test
OBJECTIVE: Identify the main points of text, its main events, the purpose; obtain specific information from text.
Special arrangements are available for students with special requirements. They may include extra time, separate accommodation or equipment, Braille transcription, etc.
Note: According to Lynch, the following type of questions (that we are using in this test) can be applied to any successful reading performance-based text (Lynch, para. 1):
Write down at least 5 (key) words you expect to find in the text.
37) Is the text
a) an extract from a book?
b) a newspaper article?
c) a magazine article?
d) a scientific article?
e) a ____________ .
38. When was it published?
39. Read through the whole text as quickly as possible. Don't worry about the words you
don't understand. Now write down, in not more than 15 words, the main theme of the text.
40. Ask yourself if the text may suit the needs that made you choose it as a source of
information.
41. Read through the text again trying to understand as much as you can. When you come
across a word which you don't know and which you think is important for the text write it
down and beside it write your idea of what it probably means. (Mother tongue or English).
Use the dictionary only if absolutely necessary!
42. Divide the text into sections. Name the sections according to their function (e.g.
introduction, main part(s), conclusion, etc.) and give one content-related keyword for each.
43. Write down the main idea of each paragraph using one sentence only.
44. Draw a diagram or flowchart to show how the information in the text is organized.
45. Which of the expectations/anticipations you listed in task 1 does the text meet?
46. On a separate sheet write a summary of the text. Not more than 100 words!
Make use of the results of tasks 8, 9, and 10.
47. What do you think of the text? Evaluate in the light of your reading purpose. Give
reasons for your evaluation (Lynch, para. 1).
Stereotypes
A stereotype is a fixed idea that people have about what specific social groups or individuals are like, especially an idea that is wrong. Other terms that are associated with the term stereotype are prejudice and cliché. The term has a Greek origin: stereos means solid or firmand typos mean blow, impression, engraved or mark. The term was first used in the printing business. The first modern English use of the term was in 1850, meaning "image perpetuated without change."
Because stereotypes are standardized and simplified ideas of groups, based on some prejudices, they are not derived from objective facts, but rather subjective and often unverifiable ideas. As Sociologist Charles E. Hurst states* "One reason for stereotypes is the lack of personal, concrete familiarity that individuals have with persons in other racial or ethnic groups. Lack of familiarity encourages the lumping together of unknown individuals".
The existence of stereotypes may be explained by the need of groups of people to view themselves as more normal or more superior than other groups. Consequently, stereotypes may be used to justify ill-founded prejudices or ignorance and prevent people of stereotyped groups from entering or succeeding in various activities or fields. The stereotyping group are, generally, reluctant to reconsider their attitudes and behavior towards stereotyped group.
Stereotypes may affect people negatively. This includes forming inaccurate and distorted images and opinions of people. Stereotypes may also be used for scapegoating or for making general erroneous judgments about people. Some stereotyping people may feel comfortable when they prevent themselves from emotional identification with the stereotyped group, which leads to xenophobic or racist behavior. Finally another serious consequence of stereotypes is the feeling of inferiority that the stereotyped people may have and which may impair their performance.
*Hurst, Charles E. Social Inequality: Forms, Causes, and Consequences. 6. Boston: Pearson Education, Inc, 2007
(from http://www.myenglishpages.com/site_php_files/reading_culture.php )
*Not all rows and columns need be used but remember to use the selection rules (get a representative sample from the framework, try to sample from all content areas and learning levels; if learning levels must be omitted, drop the lower-order and retain the higher-order skills).
References:
Lynch, R., Authentic, Performance-Based Assessment in ESL/EFL Reading Instruction. Retrieved from The Asian EFL Journal website: http://www.asian-efl-journal.com/dec_03_rl.pdf
My English Pages. Retrieved from http://www.myenglishpages.com/site_php_files/reading_culture.php
Oxford Dictionaries. Retrieved from http://www.oxforddictionaries.com/definition/english/.
