Presentation is loading. Please wait.

Presentation is loading. Please wait.

Learning by Sharing Implementation of the Oman Academic Standards for General Foundation Programmes Effective Assessment Tools to measure / evaluate Learning.

Similar presentations

Presentation on theme: "Learning by Sharing Implementation of the Oman Academic Standards for General Foundation Programmes Effective Assessment Tools to measure / evaluate Learning."— Presentation transcript:

1 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 1

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

3 Evolution of the GFP at Dhofar University 3 tiered system Level 116 hrs20-22Level 212hrs18-20 Level 39hrs 16 hrs 3

4 Expansion of levels 3 level programme extended as follows: Level 11X extra support needed low 1R regular high Bridging Programme – 2 additional hours of English support 5 hours of English 4

5 5

6 A Way to think about the OAC Learning Outcomes Learning Outcome 1 LEVEL 3 Outcomes 1.Use text features to predict general idea of a text (e.g. visuals, title, headings) 2.Scan a text to identify and explain specific information. 3.Skim a passage to determine the organization, general ideas, and scan the passage for relevant details. 4.Recall important points and interpret text by answering factual questions. 5.Compare and contrast relationships/ 6.Summarize/ 7.Paraphrase information from text. Goes to ENG101 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.. 6

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

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

9 Assessment Breakdown CourseworkExternal test %15% 80%20% %20% 75%25% %30% ITP TOEFL IELTS 9

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. 10

11 ITP TOEFL vs IELTS 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 International English Language Testing System  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 11

12 Coursework Assessment SkillTest 1Test 2Test 3FinalValue Reading20% 40% Writing*20% *40%40% Speaking25% 40% Continuous assessment 10% 10% Listening25% 50%10% 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 identify common errors and for student – teacher feedback.  Involvement in Project work is encouraged for further learning opportunities. 12

13 Listening Learning Outcomes Learning Outcome Standards Learning Outcomes Level 1 Level 2Level 3 AActivate 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 opinion √ NTake 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. √ 13

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) ₤ 165 (b) ₤ 65 (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… 14

15 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. SECTION 3 : Listen and complete the table below 15

16 Speaking Level 3 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. 2Research 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 3Give 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 16

17 THINGS WE LOOK FOR Pronunciation All words are clearly understood4 Most words are clearly understood3 Some words are clearly understood2 Not many words are clearly understood1 IntonationInteresting to listen to3 Sometimes interesting to listen to2 Boring to listen to1 Use of GrammarMeaning is clear3 Most meaning is clear2 Confusing1 FluencyCan keep speaking3 Stops and starts with pauses2 Only gives 1-2 word answers1 Developing confidenceAppears confident3 Trying to be confident2 Makes listener uncomfortable1 ContentExcellent ideas4 Interesting ideas3 Ok ideas2 Not interesting1 Task Fulfillment (Paraphrase graphic information) Excellent interpretation of graph4 Very good attempt at explaining graph3 Good attempt at explaining graph2 Confused explanation of graph1 Vocabulary (Use of target language) Demonstrates excellent use of vocabulary3 Attempts to use target vocabulary2 Limited attempt to use target vocabulary1 Use of visual aidsInteracts well with visual aids3 Attempts to interact with visual aids2 Doesn’t incorporate visual aid1 Things that were good: Things that I can work on to improve my grade: Student’s Name:______________________ Level 3 Section: ____ TOTAL MARK: ____ / 30 SPEAKING RUBRIC 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 17

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. 18

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. 3The 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 19

20 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: YESif the statement agrees with the claims of the writer NOIf the statement contradicts the claims of the writer NOT GIVENif 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. _________ 20 SAMPLE OF READING TEST

21 WRITING – TASK 4 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). 21 SAMPLE OF WRITING TEST

22 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. 2.What are the reasons some students get bad grades at university? Give three causes and explain each. 22

23 Sample rubric – Compare and Contrast Essay 23 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 3 and effective word choice. Demonstrates a reasonable command of spelling, grammar, 2 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 Tests Exams Quizzes External testing systems Other forms of data collection Journals Portfolios Project work Oral Presentations Homework assignments Informal observations of student proficiency 24 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. 25

Download ppt "Learning by Sharing Implementation of the Oman Academic Standards for General Foundation Programmes Effective Assessment Tools to measure / evaluate Learning."

Similar presentations

Ads by Google