Learning by Sharing Implementation of the Oman Academic Standards for General Foundation Programmes



Download 2.65 Mb.
Date24.05.2018
Size2.65 Mb.
#47618

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

The context in which the assessment takes place

Evolution of the GFP at Dhofar University

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 5 hours of English

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.
  • .

Development of In-house Materials

Assessment

  • Placement test
  • Exit exam
  • Course material evaluation
  • External testing system
  • Student evaluation

Assessment Breakdown

  • Coursework
  • External test
  • 2007-8
  • 85%
  • 15%
  • 80%
  • 20%
  • 2008-9
  • 80%
  • 20%
  • 75%
  • 25%
  • 2009-10
  • 70%
  • 30%
  • 2007-2009 ITP TOEFL
  • 2009-2010 IELTS

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.

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

Coursework Assessment

  • Skill
  • Test 1
  • Test 2
  • Test 3
  • Final
  • Value
  • Reading
  • 20%
  • 20%
  • 20%
  • 40%
  • 40%
  • Writing
  • *20%
  • *20%
  • *20%
  • *40%
  • 40%
  • Speaking
  • 25%
  • 25%
  • 40%
  • Continuous assessment 10%
  • 10%
  • Listening
  • 25%
  • 25%
  • 50%
  • 10%
  • 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.

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.
  • 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…..page:2)
  • 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

Speaking Level 3 Assessment Tasks

  • 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.
  • 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
  • THINGS WE LOOK FOR
  • Pronunciation
  • 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
  • 3
  • Sometimes interesting to listen to
  • 2
  • Boring to listen to
  • 1
  • Use of Grammar
  • Meaning is clear
  • 3
  • Most meaning is clear
  • 2
  • Confusing
  • 1
  • Fluency
  • Can keep speaking
  • 3
  • Stops and starts with pauses
  • 2
  • Only gives 1-2 word answers
  • 1
  • Developing confidence
  • Appears confident
  • 3
  • Trying to be confident
  • 2
  • Makes listener uncomfortable
  • 1
  • Content
  • Excellent ideas
  • 4
  • Interesting ideas
  • 3
  • Ok ideas
  • 2
  • Not interesting
  • 1
  • Task Fulfillment
  • (Paraphrase graphic information)
  • Excellent interpretation of graph
  • 4
  • 3
  • Good attempt at explaining graph
  • 2
  • Confused explanation of graph
  • 1
  • Vocabulary
  • (Use of target language)
  • Demonstrates excellent use of vocabulary
  • 3
  • Attempts to use target vocabulary
  • 2
  • Limited attempt to use target vocabulary
  • 1
  • Use of visual aids
  • Interacts well with visual aids
  • 3
  • Attempts to interact with visual aids
  • 2
  • Doesn’t incorporate visual aid
  • 1
  • 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

Reading and Writing test process

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
  •  
  •  

Questions 11 – 13

  • 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. _________
  • SAMPLE OF READING TEST

WRITING – TASK 4 COMPARE AND CONTRAST PARAGRAPH-

  • 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).
  •  
  • SAMPLE OF WRITING TEST

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.
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  
  •  

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 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.

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
  • How do we quantify these other forms while maintaining reliability and validity?

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.

Download 2.65 Mb.

Share with your friends:




The database is protected by copyright ©sckool.org 2022
send message

    Main page