1. Presented by: Samantha Burns
Learning by Sharing Implementation of the Oman Academic Standards for General Foundation Programmes
Effective Assessment Tools to measure / evaluate Learning Outcomes – English
Dhofar University
Presented by: Samantha Burns

2. The context in which the assessment takes place
Open door policy
Cultural background
Educational background
Limited exposure to English
‘helping’ each other

3. Evolution of the GFP at Dhofar University
3 tiered system
Level hrs
Level 2 12hrs
Level 3 9hrs 16 hrs

4. Expansion of levels 3 level programme extended as follows:
Level 1 1X extra support needed low
1R regular high
Bridging Programme – 2 additional hours of English support hours of English

6. A Way to think about the OAC Learning Outcomes Learning Outcome 1
LEVEL 3 Outcomes
Recall 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 ENG101
Skim 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 1
Reading
L.O.1
Read a one to two page text
and identify the main idea(s)
and extract specific information
in a given period of time. .

7. Development of In-house Materials
To ensure cultural appropriacy
Students level of English moving from communicative to
Academic English
To support OAS

8. Assessment Placement test Exit exam Course material evaluation
External testing system
Student evaluation

9. Assessment Breakdown Coursework External test 2007-8 85% 15% 80% 20%
2008-9
75%
25%
70%
30%
ITP TOEFL
IELTS

10. SWOT (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 IELTS
Shall 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.

11. ITP TOEFL vs IELTS
International English Language Testing System
Institution Testing Program Test of English as a Foreign Language
Idiomatic language
Culturally biased
No speaking component
Does not differentiate in the lower registers
No writing component
4 skills are rated
based on practical skills which are used for academic study
provides a variety of contexts and range of situations and speakers
in line with OAS

12. Coursework Assessment
Skill
Test 1
Test 2
Test 3
Final
Value
Reading
20%
40%
Writing
*20%
*40%
Speaking
25%
Continuous assessment 10%
10%
Listening
50%
Total Grade of the course
100%
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 identify
common errors and for student – teacher feedback.
Involvement in Project work is encouraged for further learning
opportunities.

13. Listening Learning Outcomes
Learning Outcome Standards
Learning Outcomes
Level 1
Level 2
Level 3 A
Activate schema with visual or textural clues to predict content. √ B
Listen 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) C
Listen for main ideas. D
Listen for specific information. E
Take slow simple dictation. F
Recognize signpost phrases. G
Distinguish between statements and questions. H
Identify important information by word stress. I
Transfer specific information from a listening passage to a table / diagram. J
Paraphrase information from a monologue/lecture. K
Use contextual clues to make inferences. L
Identify the opinions of speakers. M
Distinguish fact from opinion N
Take notes and respond to questions about the topic, main idea, details and opinions or arguments from an extended listening (e.g. lecture, news broadcast). O
Follow spoken instructions in order to carry out a task with a number of stages.

14. DHOFAR UNIVERSITY FOUNDATION PROGRAM FALL SEMESTER 2009-`10
FINAL EXAM- LISTENING
Name: ID No: Class: L3/ S TOTAL MARKS:50
SECTION 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)Three
Who is the caller?
(a)Maxine (b)Melanie (c)Moris
The booking reference is
(a)ASFY15AG (b)ACFY15AG (c)ACFY50AJ
The caller wants to…………
(a)make changes to his car reservation ( b)complain about a car (c) make a car reservation
Mr Maxine will have to pay a total of …………..
(a) ₤ (b) ₤ (c) ₤ 15
SECTION 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)

15. SECTION 3 : Listen and complete the table below
Main areas dealt With
(11) City ………………
North suburb
Rent
From (12) ₤………………. to ₤ 500.
Depends on
Quality of the area
Availability of (13) …………………
Garage
Properties available
West park
Rent (14) ₤……………… a month
Including (15) ………….……………… bill
Tithe road
Rent ₤ 380 a month
Including (16) ……………………….. rental
When to see?
Meet at office on Wednesday at(17)………… pm
Need
Letter from (18) ……………………..
Reference from employer
Must
Give (19) …………. weeks’ notice of moving in
Give deposit of one month’s (20)…………..
Pay for contract.

16. 1 Prepare a dialogue on a familiar topic with a partner. Demonstrate:
Speaking Level Assessment Tasks
1 Prepare a dialogue on a familiar topic with a partner. Demonstrate:
initiate conversation / asking and answering questions
asking for clarification / concluding conversation.
Research and talk for 2 minutes about a current news item.
provide the reference /show clear understanding of the topic
use vocabulary that the class can understand
be able to answer questions seeking clarification
paraphrase successfully
Give a presentation of 5 minutes about a career you are interested in pursuing or the major you will take at the university.
evidence of research
effective use of visual aids
provide clear information and ability to answer questions

17. Student’s Name:______________________ Level 3 Section: ____
SPEAKING RUBRIC
Student’s Name:______________________ Level Section: ____
TOTAL MARK: ____ / 30
THINGS WE LOOK FOR
Pronunciation
All words are clearly understood 4
Most words are clearly understood 3
Some words are clearly understood 2
Not many words are clearly understood 1
Intonation
Interesting to listen to
Sometimes interesting to listen to
Boring to listen to
Use of Grammar
Meaning is clear
Most meaning is clear
Confusing
Fluency
Can keep speaking
Stops and starts with pauses
Only gives 1-2 word answers
Developing confidence
Appears confident
Trying to be confident
Makes listener uncomfortable
Content
Excellent ideas
Interesting ideas
Ok ideas
Not interesting
Task Fulfillment
(Paraphrase graphic information)
Excellent interpretation of graph
Very good attempt at explaining graph
Good attempt at explaining graph
Confused explanation of graph
Vocabulary
(Use of target language)
Demonstrates excellent use of vocabulary
Attempts to use target vocabulary
Limited attempt to use target vocabulary
Use of visual aids
Interacts well with visual aids
Attempts to interact with visual aids
Doesn’t incorporate visual aid
Things that were good:
Things that I can work on to improve my grade:
All words are clearly understood 4
Most words are clearly understood 3
Some words are clearly understood 2
Not many words are clearly understood 1
Demonstrates excellent use of vocabulary 3
Attempts to use target vocabulary 2
Limited attempt to use target vocabulary 1

18. Reading and Writing test process
Teams present outline of outcomes to be assessed and draft test
All level teachers sit the test and provide input
Coordinator 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.

19. SAMPLE 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 5-8
Choose the correct letter A, B or C.
5 IPCC stands for
A International Peace on Climate Change
B International Panel on Climate Change
C Internal Panel on Climate change

20. Using the information in the passage, complete the table below.
SAMPLE OF READING TEST
Questions 11 – 13
Using 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 in
Reading Passage 2? Write your answers in the space provided: 
YES if the statement agrees with the claims of the writer
NO If the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
14. In the future, governments should maintain ownership of water reservoirs. _________
15. Industrial growth is increasing the overall demand for water _________

21. SAMPLE OF WRITING TEST good ideas content topic sentence
WRITING – TASK COMPARE AND CONTRAST PARAGRAPH-
Focus on
good ideas content
topic sentence
concluding sentence organization
supporting sentences
good use of vocabulary
spelling use of English
punctuation
grammar
Choose one of the following and write 120 – 150 words. (10 marks)
In a well organized paragraph, compare and contrast two friends
you know well. OR 
In a well organized paragraph, compare and contrast two cities,
(for example: Dubai and Muscat or Muscat and Salalah).

22. SAMPLE 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 B
Part 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 disagree
with this statement? Give three reasons.
Part II: Cause/effect
1. 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.

23. Sample rubric – Compare and Contrast Essay
LEVEL THREE WRITING RUBRIC – COMPARE AND CONTRAST ESSAY – TEST 2
Organization & Organization
Shows a good introductory paragraph including a thesis statement. 3
Shows a reasonable attempt at an introductory paragraph including 2
a thesis statement.
Shows a limited attempt at an introductory paragraph including a 1 thesis statement.
Mechanics
Demonstrates a good command of spelling, grammar, punctuation
and effective word choice.
Demonstrates a reasonable command of spelling, grammar,
punctuation and effective word choice.
Demonstrates a limited command of spelling, grammar, punctuation 1
and effective word choice.

24. The next step in our process of improving our assessment tools
High stakes assessment
Other forms of
data collection
Tests
Exams
Quizzes
External testing systems
Journals
Portfolios
Project work
Oral Presentations
Homework assignments
Informal observations of student proficiency
How do we quantify these other forms while maintaining reliability and validity?

25. The future ... Effective educators must, by the very nature of our
changing society, adapt and redefine the goals of
student learning and the tools used to assess these.
Assessment guides instruction and aids us, as
teachers, in improving our programmes to meet the
needs of
our changing student base
our students’ increasing exposure to English and
awareness of world affairs
the increasing fields for job opportunities and the paths taken to attain employment.