Reem Al-Samiri C&T 821: Final Project May 16, 2013

Introduction:
Overview This paper contains a summative language assessment tool for assessing four language skills; listening, speaking, reading, and writing. They were designed specifically for a student who differs in linguistic competence between different language skills; adjusting each skill assessment according to the students level and needs. Description of Student The student I have chosen for this assignment is an adult pre-graduate student from Saudi Arabia. His native language is Arabic and he speaks no other language except English, which he is now studying. His English proficiency level varies in different skills. He is at an upperintermediate level in listening and speaking; and at a low-intermediate level in reading and writing. His listening and speaking skills are more advanced than his reading and writing skills due oral interactions and travelling. My student has been studying academic English for six months at the Applied English Center at the University of Kansas in order to start his graduate studies in the School of Education. Assessment Objectives The objectives in the assessments are set according to the Common European Framework of Reference (CEFR) for Languages issued by the Council of Europe because it is the most

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. common framework used in the country I will be working in the future. Each section of the assessment contains assessment objectives suitable for the students level of competence in that skill. Listening: The objectives set to assess the student in listening were taken from the upperintermediate level, based on the students level, according to CEFR: 1. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. 2. Can follow extended speech and complex lines of argument provided the topic is reasonably familiar. 3. Can keep up with an animated conversation between native speakers. Speaking: : The objectives set to assess the student in speaking were taken from the upper-intermediate level, based on the students level, according to CEFR: 1. Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. 2. Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer. 3. Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Reading: The objectives set to assess the student in reading were taken from the lowerintermediate level, based on the students level, according to CEFR: 1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfill a specific task. 2. Can recognize significant points in straightforward newspaper articles on familiar subjects.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Writing: The objectives set to assess the student in reading were taken from the lowerintermediate level, based on the students level, according to CEFR: 1. Can write straightforward, detailed descriptions on a range of familiar subjects within his field of interest. 2. Can write accounts of experiences, describing feelings and reactions in simple connected text. 3. Can write a description of an event, a recent trip - real or imagined.

Assessment Directions Each of the assessments has specific directions to carry out in order to insure the most optimum and objective results. Listening: Teacher will distribute test papers and then play the listening script. All the audio scripts may be played only Twice. The total points possible on the listening assessment are 15 points; each item will receive one point. More than one answer per item is given a zero for that item. The total time allowed for the listening assessment is 40 minutes. Speaking: Teacher will sit at the desk with a chair on the other side, where the student will be seated. Teacher may start with some small talk to warm the student up and to ease the tension. Job description cards will be placed face down on the table and the student will choose one of them and be given a minute to think about the job and its requirements. The student should be reminded that since this is a role-play, accuracy of the information he gives isnt as important as the relevance to the topic and degree of fluency. Then, the teacher asks the ten questions below, making sure to give student ample time to answer. After the interview is over, the teacher grades the student according to the rubric provided below. The total grade allowed is 20 points. Reading: Teacher will distribute the test to the student(s) and allow 30 minutes for the student(s) to complete the assessment. The use of a dictionary is not allowed. Grading: each part will receive 1 point, with a possibility of an 8 point total. More than one answer per item is given a zero for that item. Writing: Teacher will distribute the test to the student(s) and allow 30 minutes for the student(s) to complete the assessment. The use of a dictionary is not allowed. Grading: After the assessment is over, the teacher grades the student according to the TWE rubric provided below. The total grades allowed is 6 points for the assessment.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

Listening Assessment
Following is the students performance on the listening assessment:

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Personal Evaluation of Listening Assessment Overall, I was pleased with the assessment. However, I realized that the first question was too easy for the students level. Even though it included more advanced words related to a news report about a robbery, the student only had to choose one illustration that represented the whole news story. I think I will adjust the question next time I administer the test. I will have it that the student has to number the correct events according to the story. Im glad I chose three questions for the listening assessment because I was able to see what the student found challenging and what was too easy. The second and third questions were appropriately challenging for the students level. Furthermore, the mistake made by the student in the final question gave us a chance to discuss how to infer meaning that is not explicitly expressed. For example, the phrase at least now the breakfast will be free indicated that the breakfast wasnt free before, even though it wasnt mentioned.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

Speaking Assessment
The following is the written transcript of the oral job interview between the teacher and the student for the speaking assessment: After small talk to ease the student more: Teacher: Ok, first tell me about yourself. Student: My name is Bader Omar. I am from Saudi Arabia and my old is 33. Im learning language now. Teacher: What language? Student: English. And I hope I get this job. Teacher: OK. So tell me about your education? Student: I have a Master of Education and many things for how to make *communiation with people. Teacher: So tell me about your past work experience. Have you worked before? Student: No, I dont have. Teacher: OK, but what are the qualities that you think will be required for this job? Student: Mm... I think two things: something for *these job and something from yourself. Teacher: Like what? Student: From yourself, you have to be kind and honest and patient. And for this job, you have to *attending on time and you have information about this job. Teacher: But what make you the best person for this job? Why are you the best person? Student: Well, I have many things. I think I am the best for this job. I have a [inaudible] for attending on time. Many things I have to do. Attended on time. I have *patient and I wish I have good language and clear voice, and I prepare myself every day. I can be kind and keep *smile. And I have *achieve for this job. Teacher: Ok. Why do you want to work at this job? Student: Because this is my dream. Teacher: But your master is in education. Why do you want to work in administration? Student: Because it *show me how people communication with usworking together.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Teacher: What do you find most attractive about this position? Student: Maybe you can face many different people, so maybe you have many problems. People cant wait. People want emergency now. So you have to prepare yourself for this job because this job is... maybe your face many things *bad, many things *is good. Teacher: So, thats good or bad? Student: It depends about yourself. If you can *patient, its good. If you in hurry, its bad. Teacher: How do you think you will be? Student: Im good. Teacher: So, Bader, what do you like to do in your free time? Student: I like reading and relax and sit with my family. Teacher: Where do you see yourself; where do you want to be in five years from now? Student: I wish I will work in university as a professor Teacher: Do you want this just as a part-time job until you can find a position at the university? Student: No, its for experience for *myself. Teacher: Are there any questions you have about this job? Student: No, its clear. Thank you. Teacher: Thank you.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Grading: Speaking Assessment Rubric

Criteria Grammar & Vocabulary

0
Serious grammatical errors and very limited vocabulary resulting in incoherence

1
Generally poor grammar and vocabulary usage with a high frequency of errors but they do not affect coherence Content is related to the job prompt but it lacks clarity and relevance most of the time

2
Accurate grammar and vocabulary usage about half the time with a few major errors

3
Accurate grammar and vocabulary usage most of the time with occasional errors Content is relevant and cohesive most of the time but it lacks consistent focus with occasional digressions Pronunciation is accurate and clear most of the time with occasional errors Fluent most of the time with an ability to construct and connect sentences comfortably but the pace is uneven Responds to all questions but responses are not always convincing, interacts with the interviewer but lacks confidence and conviction

4
Exceptional use of grammar and vocabulary throughout with minimal or no errors

Students Score

Content

Content is unrelated to the job prompt and completely irrelevant or incomprehensibl e

Content is relevant about half the time but the ideas are not wellorganized

Content is coherent, relevant and wellorganized with consistent focus on the prompt Pronunciation is accurate and clear throughout with correct stress and appropriate intonation Fluent throughout with an ability to speak at a natural pace and can construct and connect sentences spontaneously Responds to all questions effectively and interacts with the interviewer with confidence and conviction

Pronunciation

Pronunciation is completely incomprehensibl e making it difficult to grasp the content Almost no fluency with long and frequent pauses without a single complete sentence

Pronunciation is poor with a high frequency of errors and occasionally unintelligible

Pronunciation is accurate and clear about half of the time with a few major errors

Fluency

Little fluency with frequent pauses and a few fragmented sentences and mostly single word utterances

Some fluency with a few complete sentences delivered without pauses but with some hesitation that breaks the flow at times Responds to some of the questions but lacks the necessary language skills or knowledge of the content to sustain interaction with the interviewer

Interactive Communication

Fails to answer any questions or gives incomprehensibl e or totally irrelevant answers or unable to interact with the interviewer

Tries to respond but fails to answer most of the questions, interaction with the interviewer is minimal

3.5

Total __/ 20

15.5/20

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Personal Evaluation of Listening Assessment The speaking assessment was interesting for the student because he found the job interview to be a valuable skill to have as an adult in the work field. I observed that the interview was an excellent practice for fluency, spontaneous speech, and conversation skills. Therefore, the interview part of the assessment I would consider as successful. However, the role-play in which the student had to pretend that he was at an interview for a certain job was not as successful. In many instances, the student was not able separate the truth about himself in reality and what was asked of him during this role-play (i.e. to model the specific qualities needed for the job as a hospital administration worker). I think the main reason behind this confusion on the students end was that he had never taken part in role-play before, as I later discovered. So the problem in his case was related to face validity; the student was not familiar with this type of assessment. The next time I administer this test, or any other test, I will make sure that my students get plenty of practice for the test format before the actual assessment. Also this oral interview started a good conversation about jobs and what skills are considered valuable in the American workforce versus what is valuable in the students home country.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

Reading Assessment
Following is the students performance on the reading assessment:

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Personal Evaluation of Reading Assessment The reading assessment turned out to be very positive. The text was perfect for the students level; it wasnt too easy, or too difficult, for the student to complete. The student expressed after the assessment that he enjoyed reading something about the local community that he now lives in, as well as learning some new vocabulary from the article. One thing I might change though is the first question. Even though traditions differ in different countries during game season, the answer to this question might be too obvious from the article.

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D.

Writing Assessment
Following is the students performance on the writing assessment:

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Grading: Writing Assessment Rubric

C&T 821: Final Project, Reem Al -Samiri, 5/16/2013, Paul Markham, Ph.D. Personal Reflection of Writing Assessment Writing is my students weakest skill, so I used advice from another classmates writing assessment abstract and tried to make sure that I had two topics for my student to choose from and that both of them are familiar topics to the student. I also found the TWE scoring guide to be very useful in grading the paper. The area which my student made the most mistakes was grammar and correct tense usage. I think that since this assessment is for a fairly low level, I could include a reminder next time, such as (Reminder: these actions happened in the past, so remember to use the correct tense). I think that at lower levels, this would be acceptable to include in the instruction to improve the students chances at success and measure more accurately weather the student can use the past tense correctly.