Presentation on theme: "Presented by: Samantha Burns"— Presentation transcript:
1Presented by: Samantha Burns Learning by Sharing Implementation of the Oman Academic Standards for General Foundation ProgrammesEffective Assessment Tools to measure / evaluate Learning Outcomes – EnglishDhofar UniversityPresented by: Samantha Burns
2The context in which the assessment takes place Open door policyCultural backgroundEducational backgroundLimited exposure to English‘helping’ each other
3Evolution of the GFP at Dhofar University 3 tiered systemLevel hrsLevel 2 12hrsLevel 3 9hrs 16 hrs
4Expansion of levels 3 level programme extended as follows: Level 1 1X extra support needed low1R regular highBridging Programme – 2 additional hours of English support hours of English
6A Way to think about the OAC Learning Outcomes Learning Outcome 1 LEVEL 3 OutcomesRecall important points and interpret text by answering factual questions.Use text features to predict general idea of a text (e.g. visuals, title, headings)Compare and contrast relationships/Scan a text to identify and explain specific information.Summarize/Paraphrase information from text. Goes to ENG101Skim a passage to determine the organization, general ideas, and scan the passage for relevant details.A Way to think about the OAC Learning Outcomes Learning Outcome 1ReadingL.O.1Read a one to two page textand identify the main idea(s)and extract specific informationin a given period of time..
7Development of In-house Materials To ensure cultural appropriacyStudents level of English moving from communicative toAcademic EnglishTo support OAS
8Assessment Placement test Exit exam Course material evaluation External testing systemStudent evaluation
10SWOT (Strengths, Weaknesses, Opportunities & Threats) Performance Reviews: Key Performance Measures (English)A student completing each of the three levels:Shall sit for a comprehensive exit exam prepared by GFP.Exit exam for Level 3 would be ITP TOEFL or IELTSShall have a passing grade in the coursework of the semester (min. 60%)Shall be promoted to the next level (or year one) if the aggregate average of coursework and exit exam is 60% and above (70% coursework + 30% exit exam (or ITP TOEFL/IELTS)The target aim is 50% coursework and 50% external test.
11ITP TOEFL vs IELTSInternational English Language Testing SystemInstitution Testing Program Test of English as a Foreign LanguageIdiomatic languageCulturally biasedNo speaking componentDoes not differentiate in the lower registersNo writing component4 skills are ratedbased on practical skills which are used for academic studyprovides a variety of contexts and range of situations and speakersin line with OAS
12Coursework Assessment SkillTest 1Test 2Test 3FinalValueReading20%40%Writing*20%*40%Speaking25%Continuous assessment 10%10%Listening50%Total Grade of the course100%All tests and other assessed assignments are kept in students’portfolios with instructor for evidence of progress.All writing papers are marked by two teachers to ensure fair grading.Journals are collected on a weekly basis for teachers to identifycommon errors and for student – teacher feedback.Involvement in Project work is encouraged for further learningopportunities.
13Listening Learning Outcomes Learning Outcome StandardsLearning OutcomesLevel 1Level 2Level 3AActivate schema with visual or textural clues to predict content.√BListen to a conversation between two or more speakers and be able to answer questions in relation to context, relationship between speakers, register (e.g. formal or informal)CListen for main ideas.DListen for specific information.ETake slow simple dictation.FRecognize signpost phrases.GDistinguish between statements and questions.HIdentify important information by word stress.ITransfer specific information from a listening passage to a table / diagram.JParaphrase information from a monologue/lecture.KUse contextual clues to make inferences.LIdentify the opinions of speakers.MDistinguish fact from opinionNTake notes and respond to questions about the topic, main idea, details and opinions or arguments from an extended listening (e.g. lecture, news broadcast).OFollow spoken instructions in order to carry out a task with a number of stages.
14DHOFAR UNIVERSITY FOUNDATION PROGRAM FALL SEMESTER 2009-`10 FINAL EXAM- LISTENINGName: ID No: Class: L3/ S TOTAL MARKS:50SECTION 1: Listen to the conversation and circle the correct answers. (2.5 marks each)The caller can book a car by pressing button number(a)One (b)Two (c)ThreeWho is the caller?(a)Maxine (b)Melanie (c)MorisThe booking reference is(a)ASFY15AG (b)ACFY15AG (c)ACFY50AJThe caller wants to…………(a)make changes to his car reservation ( b)complain about a car (c) make a car reservationMr Maxine will have to pay a total of …………..(a) ₤ (b) ₤ (c) ₤ 15SECTION 2: Listen to the lecture and answer the questions.How much money was given by Alfred Nobel to establish the Nobel Prize?____________________________________________Which are the two Nobel prizes given by the Royal Swedish Academy of Sciences?_____________________________________________How many members are there in the committee for Nobel Peace prize?Which was the sixth Nobel prize established in 1969?______________________________________________What is the last date for receiving names of candidates for the Nobel Prize?(continued…..page:2)
15SECTION 3 : Listen and complete the table below Main areas dealt With(11) City ………………North suburbRentFrom (12) ₤………………. to ₤ 500.Depends onQuality of the areaAvailability of (13) …………………GarageProperties availableWest parkRent (14) ₤……………… a monthIncluding (15) ………….……………… billTithe roadRent ₤ 380 a monthIncluding (16) ……………………….. rentalWhen to see?Meet at office on Wednesday at(17)………… pmNeedLetter from (18) ……………………..Reference from employerMustGive (19) …………. weeks’ notice of moving inGive deposit of one month’s (20)…………..Pay for contract.
161 Prepare a dialogue on a familiar topic with a partner. Demonstrate: Speaking Level Assessment Tasks1 Prepare a dialogue on a familiar topic with a partner. Demonstrate:initiate conversation / asking and answering questionsasking for clarification / concluding conversation.Research and talk for 2 minutes about a current news item.provide the reference /show clear understanding of the topicuse vocabulary that the class can understandbe able to answer questions seeking clarificationparaphrase successfullyGive a presentation of 5 minutes about a career you are interested in pursuing or the major you will take at the university.evidence of researcheffective use of visual aidsprovide clear information and ability to answer questions
17Student’s Name:______________________ Level 3 Section: ____ SPEAKING RUBRICStudent’s Name:______________________ Level Section: ____TOTAL MARK: ____ / 30THINGS WE LOOK FORPronunciationAll words are clearly understood4Most words are clearly understood3Some words are clearly understood2Not many words are clearly understood1IntonationInteresting to listen toSometimes interesting to listen toBoring to listen toUse of GrammarMeaning is clearMost meaning is clearConfusingFluencyCan keep speakingStops and starts with pausesOnly gives 1-2 word answersDeveloping confidenceAppears confidentTrying to be confidentMakes listener uncomfortableContentExcellent ideasInteresting ideasOk ideasNot interestingTask Fulfillment(Paraphrase graphic information)Excellent interpretation of graphVery good attempt at explaining graphGood attempt at explaining graphConfused explanation of graphVocabulary(Use of target language)Demonstrates excellent use of vocabularyAttempts to use target vocabularyLimited attempt to use target vocabularyUse of visual aidsInteracts well with visual aidsAttempts to interact with visual aidsDoesn’t incorporate visual aidThings that were good:Things that I can work on to improve my grade:All words are clearly understood4Most words are clearly understood3Some words are clearly understood2Not many words are clearly understood1Demonstrates excellent use of vocabulary3Attempts to use target vocabulary2Limited attempt to use target vocabulary1
18Reading and Writing test process Teams present outline of outcomes to be assessed and draft testAll level teachers sit the test and provide inputCoordinator reviews and amends test in light of group meeting.Convenor and Director modify the test if necessary. Writing topic is set.Coordinator formats and sends for printing.
19SAMPLE OF READING TEST Questions 1-4 Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer.1 Global warming causes a set of ____________________________ patterns. 2 The IPCC meets annually to review the ________________________ and then prepares a report. The gas that is responsible for most global warming is ___________ or CO².Questions 5-8Choose the correct letter A, B or C.5 IPCC stands forA International Peace on Climate ChangeB International Panel on Climate ChangeC Internal Panel on Climate change
20Using the information in the passage, complete the table below. SAMPLE OF READING TESTQuestions 11 – 13Using the information in the passage, complete the table below.Write your answers in the space provided.11. Today, water services are inferior to those of ancient________.12. Around ______ to _____children are killed every year due to water-related diseases.Questions 14 – 17 Do the following statements agree with the information given inReading Passage 2? Write your answers in the space provided: YES if the statement agrees with the claims of the writerNO If the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this14. In the future, governments should maintain ownership of water reservoirs. _________15. Industrial growth is increasing the overall demand for water _________
21SAMPLE OF WRITING TEST good ideas content topic sentence WRITING – TASK COMPARE AND CONTRAST PARAGRAPH-Focus ongood ideas contenttopic sentenceconcluding sentence organizationsupporting sentencesgood use of vocabularyspelling use of EnglishpunctuationgrammarChoose one of the following and write 120 – 150 words. (10 marks)In a well organized paragraph, compare and contrast two friendsyou know well. OR In a well organized paragraph, compare and contrast two cities,(for example: Dubai and Muscat or Muscat and Salalah).
22SAMPLE OF WRITING TEST Essay Writing: (about 250 words for each essay) Directions: Choose ONE topic from Part I and One topic from Part II: A or BPart I: Agree/disagree topics( 20 marks)1. Some people feel that it is better to have separate classes at university for male students and female students. Do you agree or disagree with these people? Give three reasons.2. Mobile phones are helpful in many ways, but they also cause problems.We should limit our use of mobile phones. Do you agree or disagreewith this statement? Give three reasons.Part II: Cause/effect1. What are the effects of using public transportation? Give three effects and explain each.What are the reasons some students get bad grades at university?Give three causes and explain each.
23Sample rubric – Compare and Contrast Essay LEVEL THREE WRITING RUBRIC – COMPARE AND CONTRAST ESSAY – TEST 2Organization & OrganizationShows a good introductory paragraph including a thesis statement. 3Shows a reasonable attempt at an introductory paragraph including 2a thesis statement.Shows a limited attempt at an introductory paragraph including a 1 thesis statement.MechanicsDemonstrates a good command of spelling, grammar, punctuationand effective word choice.Demonstrates a reasonable command of spelling, grammar,punctuation and effective word choice.Demonstrates a limited command of spelling, grammar, punctuation 1and effective word choice.
24The next step in our process of improving our assessment tools High stakes assessmentOther forms ofdata collectionTestsExamsQuizzesExternal testing systemsJournalsPortfoliosProject workOral PresentationsHomework assignmentsInformal observations of student proficiencyHow do we quantify these other forms while maintaining reliability and validity?
25The future ... Effective educators must, by the very nature of our changing society, adapt and redefine the goals ofstudent learning and the tools used to assess these.Assessment guides instruction and aids us, asteachers, in improving our programmes to meet theneeds ofour changing student baseour students’ increasing exposure to English andawareness of world affairsthe increasing fields for job opportunities and the paths taken to attain employment.