Language Test Analysis
1. Purpose of the test
Was to expand the skills of professionals who will in turn impart this knowledge to speakers of second languages and form a basis for professionalism in language teaching as well as evaluate their as understanding of English language in a classroom situation. At the end of the test, the learner should have been able to construct future classroom tests for the assessment of linguistic competence (grammar and vocabulary) and the four language skills.
My two tested subjects were a middle-aged Irish woman with O-Level education from her native Belfast High School and a 50-year old Jamaican immigrant who had lived in London for the better part of his life.
2. Content of the test
There were 5 sections:
Question 1 – Reading Passage
The aim was to show a grasp in the gist of a written text and its thematic concerns, key ideas, even if there were new words, and choosing its main points. They were sourced from a non-fiction text.
Question 2 – Grammar
Using English at the word or sentence level, including use of correct structural words and forms; correct and appropriate words and sentences; tense in form of a modified cloze.
Question 3 - Listening
Selecting specific information from a spoken text, recognizing speaker’s tone and mood differentiating main points from minor (hesitations, examples, etc) from a simulated recording sourced a conversation.
Question 4 - Writing
Included writing a specified 250-word paragraph using prompts from two texts. In this context, the candidate should be able to express his thought or arguments according to the instructions issued in the paper, thus, adhere to all instructions given.
Question 5 - Speaking
To measure fluency, the test subject was a...
... middle of paper ...
...rther, my diagnosis was the language test did not cater for revision, which meant I had to develop better assessments. It is also important that we provide for educational communication and Technologies facilitates faculty assessment to support various tools to develop online or in-class tests.
A diagnostic listening testing should be taken alongside or prior to the test to ascertain a student’s listening aptitude. This test may assess more than just recognition of spoken words. It may be marked according to the exact words (including the exact punctuation and spelling), the accuracy of certain phrases, or simply according to meaning.
References
Fulcher, G. A data-based approaching to rating scale construction, n.d. p. 10: University of
Surrey. Retrieved 27 May, 2011 from
http://languagetesting.info/articles/store/FulcherThickDescription.pdf
The following Essay must be a minimum of 5 paragraphs of 10-12 sentences each (a sentence is 10 words or more) .
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
Dillon, Naomi. “LANGUAGE TEST. (cover story).” American School Board Journal 192.8 (2005): 10. MasterFILE Premier. EBSCO. Web. 18 Feb. 2001.
What distinctive ideas are explored in your prescribed text? Explain how these ideas are developed throughout the text.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
Choose one of the following topics and write a well-organized essay with evidence supporting the statements you set forth. Your response should be two pages, double spaced with a 12 font in Times New Roman:
One of the constants in life is that there is always meaning. Without meaning, mankind struggles to set itself apart from the beasts, it loses it’s way, and so it creates meaning in every aspect of it’s existence. Whether it’s as momentous as leading a nation, or as simple as a kind word to a friend, man always trusts that there is a reason for it’s actions, that there’s a purpose behind their gestures, and that fuels their drive to live. One of mankind’s proudest achievements, literature, is simply a reflection of it’s world, a massive collection of knowledge and experience that waits to be tapped by both scholars and students alike. Through years of study and analysis, Thomas C. Foster, author of How to Read Literature like a Professor,
I am Laura Waters. As producer of Summer Heights High, I am well placed to give some advice on this matter. I am writing to reply to your request for advice which you had put onto the ABC blog. Before you decide whether or not you believe your child should watch this show, I will outline the key things to consider. One of the main concerns is the offensive language used throughout the show. More important features to recognise is the behaviours and values shown throughout.
The Beck Anxiety Inventory was designed by Aaron T. Beck and is self report scale that consists of 21 items. The items are short and straightforward, making it easy to read and comprehend. All items are related to anxiety and describe a symptom of anxiety that is rate on a four point likert scale according to severity. The answers range from 0-3 and the responses range from “not at all” to “severely; I could barely stand it” and all items are added for a total score. The instructions on the test ask for the respondent to “indicate how much you have been bothered by each symptom during the past week, including today, by placing an X in the corresponding space in the column next to each symptom” (Dowd, 2008). The assessment is intended for adolescents and adults and can be administered individually or in a group setting. An additional copy of the inventory test is also available in Spanish. It was originally created from a sample of 810 outpatients of that were predominately affected by mood and anxiety disorders and research on the original development is described as informative and thorough.
It is designed to evaluate the listening, reading, writing, speaking, and comprehension skills of English language learners. It is listed in the English and Language category and exam items includes: test booklet, directions for administering, screening test, screening test directions, response booklet, practice-test, practice test directions, cassette tapes, machine-score able test packs, speaking booklets, response keys, speaking/writing training manual with DVD, pre-test and post-test online training, and technical report manuals.
The lack of appropriate assessment strategies unfairly puts cultural and language diverse students at a disadvantage. These types of tests are geared towards assessing the majority of the population, not the minority. This poses a serious problem when trying to correctly identify students who may have learning or behavioral problems (Ralabate, & Klotz, 2007).
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all the same, to assess where students are as they learn the English language. Is this assessment enough or should alternative assessments be required?
Freeman, D. E. & Freeman, Y. S. (2004). Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics and grammar. Portsmouth: Heinemann
For a learner, it often seems natural to seek perfection of the language (Bygate 2000:30). They may try to convey the message using a full sentence and complex constructions. The speech of lower level speakers isn’t filled with reduced forms such as contraction, elision, assimilation, and reduction. They may not use weak forms, linking, assimilation or intrusion and consider reduced forms as signs of lazy or careless English. Though appropriate in written language, and to a certain extent in short-turn formal speech, such language may sound too formal in everyday conversations, causing unfriendliness and hostility from the listener. Moreover, they are unable to understand natural spoken language.