The Oxford Quick Placement Test
PILOT
February – November 2007
THE LANGUAGE CENTRE
UNIVERSITY OF GRONINGEN
NATIONAAL ACTIE PLATFORM ELEARNING (NAP)
PROJECT
J.R. van Loon M.A.
The Oxford Quick Placement Test Pilot Report
February – November 2007
CONTENTS
PAGE
NUMBERS
1.
Introduction
3
2.
2.1
2.2
2.3
2.4
2.5
Methodology
The Oxford Quick Placement Test (QPT)
QPT on Blackboard
Students
Pie Chart of Student Questionnaire Results
Teacher Response to the QPT
4
4
5
6
7
7
3
3.1
3.2
3.3
Results
Percentages of Student Questionnaire
Pie Chart of Teacher Questionnaire Results
Teacher Response
9
9
10
10
4.
Test Results of the QPT
11
5.
The Future of the QPT in the Pre-Masters English Course
13
6.
Appendix
14
6.1
6.2
6.3
6.4
6.5
6.6
Appendix 1: Student Questionnaire
Appendix 2: Student Questionnaire Total
Appendix 3: The Oxford QPT Test Power Point
Appendix 4: Teachers’ Questionnaire
Appendix 5: Percentages of Teacher Questionnaire
Appendix 6: Teacher E-mail request
15
17
19
21
23
24
2
Janene van Loon – The Language Centre – RuG
Nationaal Actie Platform eLearning (NAP) project: QPT Review / Pilot
Date: February to November 2007
1.
Introduction
The NAP project aims, with development and support, to ensure that more HBO
students enter the WO-Masters program quickly and more efficiently. Autonomous
learning is a key factor in the NAP project and therefore all tools that are tried and tested
should be easy for student access and use. This addition to the program is intended to
assist students in their academic vocabulary development. The Language Centre’s
primary focus is on the pre-Masters course provision for students; in particular, HBO
'instromers', the focus of the pilot is to embed the Oxford Quick Placement Test (QPT)
into the English Course. This should give both teachers and students an early indication
of student’s academic English skills and advise them what areas of their English skills
need to be addressed in order for them to increase their English level.
Student and teacher evaluations are planned in September and October 2007, of
the pre-Masters English course. The remit was to produce both formative and
summative reports about the effectiveness of the QPT in efficiently indicating the current
level of those students who take the test.
The pilot aimed to explore:

what organizational necessities are needed in order to embed the QPT within the
course efficiently concerning the curriculum, teacher involvement and the
Blackboard guidelines.

how well the content and process of the QPT met student needs.

what the longer-term impact of using the QPT as a prequel to the pre-Masters
course.
3
2.
Methodology
The preparation, pilot and evaluation were undertaken between February and November
2007, piloting the QPT with volunteer pre-Masters students. Teachers were also asked
to take the QPT and evaluate it (6.6 Appendix 6). The pilot took place on September 25
and 26 in the Rijksuniversiteit Groningen Main Library computer room 1.10. This facility
provided the opportunity to test multiple students at once. The test used for the pilot was
the CD-Rom version of the Oxford Quick Placement Test which was incorporated into
the Rijksuniversiteit Groningen computer network. The students could access the QPT
through their student numbers and personal passwords that they normally use in order
to access the Rijksuniversiteit Groningen network.
2.1
The Oxford Quick Placement Test (QPT)
The QPT is an adaptive computer-based test of English language proficiency. The test
takes approximately 15-20 minutes to complete, during which the student answers 20-25
multiple-choice questions. The test is autonomous as the students are guided through
an instruction period and asked a series of questions through the computer. The test
draws on a bank of hundreds of multiple-choice questions and tests grammar,
vocabulary, reading and listening comprehension skills. Once the QPT has been
activated on the computer a student cannot stop the test nor access any other computer
programming while the test is in session, which prevents test tampering and cheating.
Due to the selection from a database, each test is substantially different from the next.
Depending on the answers the student gives, the level of the test adapts to the ability of
the student. Every correct answer is followed by a question at the same level of difficulty
or higher. Incorrect answers are followed by a question at the same or lower level.
The QPT is an electronic placement test for learners of English, produced in
collaboration with the University of Cambridge ESOL Examinations (formerly UCLES).
The QPT results are presented in terms of the ALTE (Association of Language Testers
in Europe) Framework and correspond with the Council of Europe's "Common European
Framework of reference" (CEFR), which has become established throughout Europe as
the most widely recognized frame of reference in the field of language learning.
4
Chart of equivalent levels
ALTE
Level
Common European
Framework Description
Common European
Framework Level
Cambridge
Examinations
5
Mastery (Upper Advanced)
C2
CPE
4
Effective Proficiency (Lower
Advanced)
C1
CAE
BEC Higher
CELS Higher
3
Vantage (Upper Intermediate) B2
FCE
CELS Vantage
2
Threshold (Lower
Intermediate)
B1
PET
BEC Preliminary
CELS Preliminary
1
Waystage (Elementary)
A2
KET
0.5
Breakthrough
A1
0
Beginner
The QPT delivers results based on the ALTE levels, indicating that the test taker
has achieved breakthrough level to level 5, which is the highest level that can be
achieved (CEFR C2). The test results can be analyzed by both test supervisor and
student. The test results can be made available to the test taker by the supervisor
immediately after the test has been completed or the supervisor can restrict test results
so that they are only made available to the supervisor.
2.2
QPT on Blackboard
A QPT Blackboard course was developed in order to assist students when taking the
QPT. The QPT had been placed on the Rijksuniversiteit Groningen mainframe, but
students needed assistance in understanding the perimeters of the QPT. In order for
the students to get an overview of the QPT and its contents a Blackboard course was
created for student pre-test viewing. Once the QPT has been approved by the preMasters English course coordinator, the QPT Blackboard course can be added to the
current pre-Masters English Blackboard course.
The first step that students are directed to in the Blackboard course is a short
overview of the NAP project. The students are informed that there are nine universities
participating in this national project. The NAP information moves on to inform the
5
students that the NAP project aims, with development and support, to ensure that more
HBO students enter the WO-Masters program quickly and more efficiently. Autonomous
learning is a key factor in the NAP project and therefore all tools that are tried and tested
should be easy for student access and use. This addition to the program is intended to
assist students in their academic vocabulary development. The Language Centre’s
primary focus is on the pre-Masters course provision for students; in particular, HBO
'instromers'. The goal is for students and teachers to have an indication of their
academic English level when they commence their English language courses.
The students can then move on to the second step which instructs them about
the QPT. In the initial instructions the students are warned that the QPT does not issue
certificates. It allows students to find out what level they are at, so that they can decide
how best to develop their mastery of the English language. Furthermore, the students
are informed that the QPT is an early warning indicator of approximately what their
current level is, and not an exemption exam.
The Blackboard course also provides students in depth information about ALTE
and CEFR language rating scales. The students are offered information in both CEFR
reading and writing scales. The pre-test information also provides student with
suggestions for self improvement. Students can inform themselves on how to improve
their reading and writing skills. Once the students feel they have been sufficiently
informed of the test they can click to the last page which gives clear step by step
instructions on how to activate the QPT.
2.3
Students
Due to the fact that the QPT was not a required part of the pre-Masters English course
the students were asked to volunteer to pilot the QPT. In order to motivate student
participation they were rewarded with a gift certificate. The students had two different
days to choose from with 3 hour time frames. They could sign-up to take the QPT and
one teacher was present in order to supervise and invid ulate the exam. Students were
asked to come to room 1.10 computer classroom, enter their student number and
password and once signed into a computer they could autonomously take the test from
beginning to end. A PowerPoint slideshow was displayed for students with explicit stepby-step instructions of how to take the QPT (5.2 Appendix 2).
6
Students participating in the pilot had access to the Blackboard QPT course and
could begin reading the pre-testing information and then activate the QPT. Students
were also asked to fill in a questionnaire, after the exam, regarding their experiences
using the QPT (5.1 Appendix 1). The students were asked for their feedback on the
QPT (3.1 Student Questionnaire Total).
2.4
Pie Chart of Student Questionnaire Results
Viewing the results in the pie chart below it can be concluded that the QPT was highly
regarded by the students that were surveyed; however some students reported that they
found the test itself too easy.
strongly agree
agree
neutral
disagree
2.5
Teacher Response to the QPT
Several teachers, both of the pre-Masters English Course and English teachers for
Rijksuniversiteit Groningen Language Centre, were asked to also take the QPT (6.6
Appendix 6) and offer their feedback in the form of a questionnaire (6.4 Appendix 4).
They were informed of the aim of the pilot and that there was a possibility that, if
successful, the QPT would be incorporated into the course permanently.
Comments offered by teachers, about the QPT, are as follows:
Please comment below on your impression of the navigation and instructions of
the QPT.
- Easy to do
- They are very clear
- The gap fill exercise could be unclear to some students. Otherwise it is easy to
follow.
- Completely clear
- Very user friendly. I purposely chose instructions in Spanish and they are very
clear.
7
Do you feel confident that the QPT would be accurate in measuring a student’s
level of English?
-
-
It starts at a very low level, but if a student has a higher level then the questions
become increasingly difficult. I think that’s a good approach. I think the QPT is
accurate in measuring levels, some levels, not all. Where are the exercises that
test active skills?
No, it is too limited.
I guess I would only answer this question after asking some of my students to do
the test and telling them what their scores were.
Not entirely. I’m not quite sure this test measures accuracy and range at higher
levels.
Any suggestions of how this test could be used in your teaching?
-
As a pre-test or progress test to give the students an indication of their level.
Not yet – have to think about it.
Perhaps as a very vague indicator but not as a credible and reliable indicator of
ability.
Since practically all of my courses focus on productive language skills, I suppose
I could only it for what it is meant for – a rough indication of starting levels.
I wouldn’t see a problem using this test with half a group and Dialang with the
other half and then have some students share their experiences as well as
results.
Any other general comments?
-
It would be nice if the students also saw their grade at the end with some
feedback (what they did wrong etc.)
It‘s not a very extensive test – I know it’s Quick Placement Test, but to use it as it
is in class. I don’t know
Needs to be longer and more involved. Only tests passive skills. Too limited in
its present form.
Just out of curiosity, if you do well on the first few questions, does the test get
harder? I don’t’ like the fake American accent.
The overall response to the use of the QPT was positive. Teachers found that the QPT
was easy to maneuver and the instructions were clear and simply stated. Their personal
impressions of the QPT were varied, but overall that the QPT could be classified as a
testing agent to give teachers and students and indication of their academic English
level. Most teachers agreed that the use of the QPT would have to be monitored as
there was a strong possibility that results may not reflect the current active English skills
level of students. When asked what improvements or modifications would be beneficial
in using the QPT, teacher’s suggested a more extensive test. Finally, most teachers
8
agreed that the QPT had useful possibilities for future use in English courses taught at
the Language Centre.
3.
Results
3.1
Percentages of Student Questionnaire
The answers provided by the students who had taken the QPT. The questionnaire was
calculated to the following percentages.
Disagree
1
0
0
2
0
0
3
18%
0
4
47%
47%
Agree
5
35%
53%
3. The text was clear and easy to read.
0
6%
6%
41%
47%
4. The pre-test instructions were understandable
and I felt I had the opportunity to be informed of
the test I was undertaking.
0
6%
6%
41%
47%
5. Moving from one screen to the next was clear
and easy to do.
0
0
0
29%
71%
6. The program directions are clear.
0
0
6%
41%
53%
7. The exercise directions are clear.
0
0
6%
47%
47%
8. The instructions of the test were stated clearly
onscreen.
0
0
12%
47%
41%
9. The results of your QPT test will prompt you to
0
0
29%
41%
29%
1. The test was easy to move through.
2. The design was flexible enough for me to move
around at my own pace.
further develop your English skills?
Overall the response to the survey by the students produced mostly favorable results.
An example of this are:



82% of the students surveyed agreed that overall, the QPT was easy to move
through.
88% reported that the pre-test instructions were understandable.
41% strongly agreed and 47% agreed that the QPT instructions were stated
clearly.
9
3.2
Pie Chart of Teacher Questionnaire Results
Viewing the results in the pie chart below it can be concluded that the QPT was well
received by the teachers that were surveyed (Appendix 6.5); however some teachers
questioned if the QPT was producing the necessary information needed from test
results.
strongly agree
agree
neutral
disagree
3.3
Teacher Response
Overall the response to the questions in the questionnaire (Appendix 6.4) by the
teachers produced mostly favorable results (Appendix 6.5). An example of this are:



100% of the teachers surveyed agreed that overall, the QPT was easy to move
through.
100% reported that the pre-test instructions were understandable.
80% strongly agreed and 20% agreed that the QPT instructions were stated
clearly.
10
4.
Test Results of the QPT
After each testing candidate has completed a test the results can be both printed and
saved as a text document. The teacher can access the results in the QPT supervisor
mode. The supervisor mode also gives the tester the opportunity to set the information
gathered from the testing candidates, to hide or display test results, and set test
language. Out of the seventeen students tested eleven reported themselves as being
HBO “instromers” as indicated in the table below.
The following student test results are as follows:
UserID Result EncScores HBO
Nationality FirstLang
1
5 /C2 87
Netherlands Dutch
2
5 / C2 82
3
3 / B2 60
HBO
Netherlands Dutch
4
3 / B2 65
HBO
Netherlands Dutch
5
4 / C1 72
HBO
Netherlands Dutch
6
3 / B2 65
HBO
Netherlands Dutch
7
2 / B1 54
HBO
Netherlands Dutch
8
4 / C1 71
Netherlands Dutch
9
3 / B2 68
Netherlands Dutch
10
2 / B1 58
11
5 / C2 85
Netherlands Dutch
12
5 / C2 88
Netherlands Dutch
13
5 / C2 85
HBO
Netherlands Dutch
14
2 / B1 52
HBO
Netherlands Dutch
15
4 / C1 73
HBO
Netherlands Dutch
16
3 / B2 65
17
3 / B2 61
HBO
Netherlands Dutch
HBO
Netherlands Dutch
Netherlands Dutch
HBO
Netherlands Dutch
Of the eleven HBO students the average score was level three, which translates to a B2
level of the CEFR (refer to table in 2.1 The Oxford Quick Placement Test). The overall
scores of the students appeared to be elevated when compared to their written work.
11
The students’ results were not released to them immediately after they had taken the
test. In order to prevent any miscommunication regarding their result the students were
given their test results during a tutorial with their pre-Masters English course instructor
during week 42 and 43. The tutorials are part of the course where students receive
feedback and advice on an essay assignment. During these tutorials there score was
explained, it was explained to them that this was a general measurement of their
capabilities and not an exemption test. The students discussed their impressions and
were offered advice as to what they could do to improve their English skills. There were
apparent discrepancies with the QPT test results and the student’s first writing
assignments.
The next table shows the comparison between results.
UserID Result Writ Results EncScores HBO
Nationality FirstLang
1
5 /C2 B2.2
87
Netherlands Dutch
2
5 / C2 B1.2
82
3
3 / B2 B1.2
60
HBO
Netherlands Dutch
4
3 / B2 B1.2
65
HBO
Netherlands Dutch
5
4 / C1 B2.2
72
HBO
Netherlands Dutch
6
3 / B2 B2.2
65
HBO
Netherlands Dutch
7
2 / B1 B2.1
54
HBO
Netherlands Dutch
8
4 / C1 B2.1
71
Netherlands Dutch
9
3 / B2 B2.2
68
Netherlands Dutch
10
2 / B1 B2.1
58
11
5 / C2 B2.2
85
Netherlands Dutch
12
5 / C2 B1.2
88
Netherlands Dutch
13
5 / C2 B2.1
85
HBO
Netherlands Dutch
14
2 / B1 B2.1
52
HBO
Netherlands Dutch
15
4 / C1 B2.2
73
HBO
Netherlands Dutch
16
3 / B2 B1.2
65
17
3 / B2 B2.2
61
HBO
Netherlands Dutch
HBO
Netherlands Dutch
Netherlands Dutch
HBO
Netherlands Dutch
12
It is evident that when the students’ written work is compared to the QPT test results, the
students’ active writing capabilities score lower than the QPT. This indicates that the
QPT cannot stand alone as a reliable indicator of a student’s academic English level.
Due to the small number of students tested it is a possibility that this presumption may
be premature.
5.
The Future of the QPT in the Pre-Masters English Course
The organization needed to embed the QPT within the course met with positive results.
The students were given the opportunity to participate in a pilot and worked with an
autonomous digital testing method. Teacher involvement was restricted to one teacher
working with two groups of pre-Masters English Course students. Since the test was
voluntary, there was only one session for an explanation of the exam and a request to
participate in the pilot. The students were offered a motivational gift certificate as a way
to encourage participation in the pilot and doubled as a method of thanks for their
participation. Results were restricted to the instructor in order for there to be no
misgivings about the test results and for time efficiency. Students were given the
opportunity to discuss their test results with their instructor during a course planned
tutorial session in the weeks following the pilot. Students successfully followed any
guidelines for the QPT and completed the exam efficiently.
The student survey produced favorable results, but the passive English skills
tested by the QPT resulted in a pronounced difference with the written assignments
students produced. When questioned the students themselves thought that the test was
set at a rather low level, something equitable with their testing experiences from high
school. The teachers’ critique of the QPT was also positive, with regards to the
completely autonomous test. The clarity of the pre-test Blackboard course and the pretest information was well received. The overall impression of the teachers was that the
exam did not give a reliable indication of the students’ language level. The QPT, as a
tool in order to estimate HBO ‘instromers’ level, does not seem to be an acceptable
testing method. The QPT is not reliable enough as an early warning indicator.
The QPT pilot has produced favorable results by both the students and teachers
regarding the actual use of the QPT. The test itself was clear and concise and easy to
use. Students commented that the test seemed a bit basic and they had expected
13
somewhat more difficult testing questions. The comments from the teachers that were
also positive with regards to the test itself, however most believe the test to be too
primary and not reliable enough to use as a stand alone test. The QPT is not expected
to be embedded into the pre-Masters English Course as an early warning system due to
the gap between the QPT results and the written assignments produced by the students.
The Language Centre might use the QPT in another course or circumstance, but the
results of the pilot have not been favorable enough to motivate change in the course as
it stands. It is the advice of the Oxford University Press that the test should not be used
as an absolute indication of ability but should be viewed in conjunction with other forms
of assessment. Due to the need for added testing methods alongside the QPT the
current version of the QPT does not meet the Language Centre’s pre-testing needs.
The Oxford QPT might be able to offer the Language Center (and other
educational institutions) a better version of the CDRom QPT because they are due to
release an online version of the QPT. This new version of the QPT will be available
online and has an improved range. The test will last approximately 40 minutes; the test
will present learners with a sequence of approximately 40 items to test their knowledge
of the literal and intended meanings of written and spoken English. The test will include
15 listening items. School and university administrators will be able to schedule tests
and generate login and passwords for conventional teacher invigilated tests as well as
emailing invitations for remote testing to prospective students with login and password
details automatically included. When this newer online version of the QPT is released
the Language Centre may pilot this with the pre-Masters English Course in order to
ascertain if this new test meets the course needs.
14
6.
Appendix
6.1 Appendix 1 Student Questionnaire
Oxford Quick Placement Test
Pilot Evaluation Questionnaire
Thank you for taking the time to complete the questions appearing below in relation to the
Oxford Quick Placement Test.
Your feedback will be invaluable in assessing the test.
Please CIRCLE the correct answer where applicable.
Student Information
Student Name:
Student Number:
HBO: Yes
No
Previous College/University/School:
RUG E-mail:
The testing questions were challenging and engaging.
Instructions
Design
The test was easy to move through.
(disagree)
1
2
3
4
5
(agree)
The design was flexible enough for me to move around at my own pace.
(disagree)
1
2
3
4
5
(agree)
2
3
4
5
(agree)
The text was clear and easy to read.
(disagree)
1
Navigation and Instructions
The pre-test instructions were understandable and I felt I had the opportunity
to be informed of the test I was undertaking. (Y/N)
(disagree)
1
2
3
4
5
(agree)
Moving from one screen to the next was clear and easy to do.
(disagree)
1
2
3
4
5
(agree)
2
3
4
5
(agree)
The program directions are clear.
(disagree)
1
The exercise directions are clear.
PTO
15
(disagree)
1
2
3
4
5
(agree)
4
5
(agree)
The instructions of the test were stated clearly onscreen.
(disagree)
1
2
3
Please comment below on your impression of the navigation and instructions of the
QPT.
Miscellaneous
Do you feel confident that the QPT was accurate in measuring your level of English?
The results of your QPT test will prompt you to further develop your English skills?
(disagree)
1
2
3
4
5
(agree)
Thank you for your participation in the Oxford Quick Placement test pilot and thank you for
taking the time to complete the questionnaire. We wish you luck in the coming semester
and know that your participation in this pilot will further develop the English course to better
serve you and your fellow students.
16
6.2
Appendix 2
Student Questionnaire Total
17 pre-Masters English Course students completed the questionnaire in regards to their
use of the QPT. The following results were recorded.
The Language Centre
The Oxford Quick Placement Test Questionnaire
Number: 17
Void: 0
Oxford Quick Placement Test
Pilot Evaluation Questionnaire
Thank you for taking the time to complete the questions appearing below in relation to the
Oxford Quick Placement Test.
Your feedback will be invaluable in assessing the test.
Please CIRCLE the correct answer where applicable.
Student Information
Student Name:
Student Number:
HBO: Yes
No
Previous College/University/School:
RUG E-mail:
The testing questions were challenging and engaging.
Instructions
Design
The test was easy to move through.
The test was easy to move through.
(disagree)
1
2
3
4
5
(3)
(8)
(6)
(agree)
The design was flexible enough for me to move around at my own pace.
(disagree)
1
2
3
4
5
(8)
(9)
(agree)
The text was clear and easy to read.
(disagree)
1
2
3
4
5
(1)
(1)
(7)
(8)
(agree)
Navigation and Instructions
The pre-test instructions were understandable and I felt I had the opportunity
to be informed of the test I was undertaking.
(disagree)
1
2
3
4
5
(1)
(1)
(7)
(8)
(agree)
Moving from one screen to the next was clear and easy to do.
(disagree)
1
2
3
4
5
(5)
(12)
(agree)
17
The program directions are clear.
(disagree)
1
2
3
4
5
(1)
(7)
(9)
(agree)
PTO
The exercise directions are clear.
(disagree)
1
2
3
4
5
(1)
(8)
(8)
3
4
5
(2)
(8)
(7)
(agree)
The instructions of the test were stated clearly onscreen.
(disagree)
1
2
(agree)
Additional information was provided by the students in the form of the following two questions:
1.)
Please comment below on your impression of the navigation and instructions of the QPT.
-
2.)
Clear
In my opinion the test had a clear step by step instruction
Instructions were very clear!
It was easy to understand the questions. The instructions were good
The test was clear and easy to use. The good thing is that it adapts to the level of the student. The time it
takes to do the test is good.
No comment
Navigation and instructions were well organized. Everything was easy to find. Good impression.
The layout was pretty good. In total the test was clear. I understand it from the beginning to the end.
For me it was clear to make the exam.
Very clear navigation and instructions.
Instructions were clear and so was the navigation.
Everything was clear.
The navigation was easy to use and instructions were very clear. I had no problem with any of these topics.
Very clear! X 2
It’s all very clear. I don’t have any recommendations.
Do you feel confident that the QPT was accurate in measuring your level of English?
-
Yes I am curious to my level.
No, because speaking skills are excluded.
Maybe, because the test was quite short.
My English isn’t very good. So I don’t understand all the words where they are talking about. I hope to bring
my English level higher with the English courses you give.
Yes I do, although maybe I didn’t take enough time for the questions. Maybe for a better accuracy, the test
could have a bit more questions.
Yes, I felt that the test was adapting to my English level.
My grammar is not so well and that can be tested very well by this test.
Feel confident about it I felt challenged answering the questions of the QPT.
I don’t know actually. The test measured only your grammar control, not other aspects as the total meaning of
the subjects, etc. So, this is hard to answer.
Yes, it’s okay especially for yourself to find out what your level is.
I think so. I’m curious what the test results are.
No results were given yet.
I felt that in later stages the questions were getting quite hard, but since I do not know whether I answered
the questions wrong or right I can not tell that the questions were up to my level of English.
Yes. X 2
Not really. The fill in exercises only slow if the vocabulary of the student is extensive or not, nothing further!
The results of your QPT test will prompt you to further develop your English skills?
(disagree)
1
2
3
4
5
(agree)
18
(5)
(7)
(5)
Thank you for your participation in the Oxford Quick Placement test pilot and thank you for
taking the time to complete the questionnaire. We wish you luck in the coming semester
and know that your participation in this pilot will further develop the English course to better
serve you and your fellow students.
6.3
Appendix 3
The Oxford QPT Power Point
The
The Oxford
Oxford Quick
Quick Placement
Placement
Test
Test
The Oxford Quick
Placement Test
•• Please
Pleasefind
findaacomputer
computerstation
station
•• Be
Beseated
seated
•• Please
Pleasewait
waitfor
forfurther
furtherinstructions
instructions
REMEMBER
• After you have completed the test
remember to complete the
questionnaire before leaving.
The Oxford Quick Placement
Test
• Please log into the RuG network using
your student number and password
The Oxford Quick Placement
Test
• Please go to NESTOR and click on the
NAP course that you are registered in
as a student
• NAP (LET.TC.NAPQPT1)
• Please read
• Step 1: What is NAP?
• After you have completed reading Step 1
please read:
• Step 2: Taking the QPT
• Once you feel that you have been well
enough informed please proceed with the
test.
• The VOLUME can be adjusted AFTER
starting the QPT
19
To access QPT
•
•
•
•
•
•
•
•
GO TO START (AT THE BOTTOM OF YOUR SCREEN)
RUG MENU
EDUCATION AND PRACTICALS
ARTS
LANGUAGE LEARNING
QPT STUDENT 1-16
QPT STUDENT 17-32
THE TEACHER CANNOT ACCESS YOUR
RESULTS FROM THIS COMPUTER!
20
6.4
Appendix 4
Teachers’ Questionnaire
Oxford Quick Placement Test
Pilot Evaluation Questionnaire
Thank you for taking the time to complete the questions appearing below in relation to the
Oxford Quick Placement Test.
Your feedback will be invaluable in assessing the test.
Please CIRCLE the correct answer where applicable.
Teacher Information
Name:
RUG E-mail:
The testing questions were challenging and engaging.
Instructions
Design
The test was easy to move through.
(disagree)
1
2
3
4
5
(agree)
The design was flexible enough for me to move around at my own pace.
(disagree)
1
2
3
4
5
(agree)
2
3
4
5
(agree)
The text was clear and easy to read.
(disagree)
1
Navigation and Instructions
The pre-test instructions were understandable and I felt I had the opportunity
to be informed of the test I was undertaking. (Y/N)
(disagree)
1
2
3
4
5
(agree)
Moving from one screen to the next was clear and easy to do.
(disagree)
1
2
3
4
5
(agree)
2
3
4
5
(agree)
The program directions are clear.
(disagree)
1
PTO
The exercise directions are clear.
(disagree)
1
2
3
4
5
(agree)
4
5
(agree)
The instructions of the test were stated clearly onscreen.
(disagree)
1
2
3
21
Please comment below on your impression of the navigation and instructions of the
QPT.
Miscellaneous
Do you feel confident that the QPT would be accurate in measuring a student’s level of English?
Any suggestions of how this test could be used in your teaching?
Any other general comments?
Thank you for testing the Oxford Quick Placement test and thank you for taking the time to
complete the questionnaire.
22
6.5
Appendix 5
Percentages of Teacher Questionnaire Results
The answers provided by the teachers who had taken the QPT. The questionnaire was
calculated to the following percentages.
Disagree
1
0
0
2
0
0
3
0
0
4
0
0
Agree
5
100%
100%
3. The text was clear and easy to read.
0
0
0
0
100%
4. The pre-test instructions were understandable
and I felt I had the opportunity to be informed of the
test I was undertaking.
0
0
0
0
100%
5. Moving from one screen to the next was clear and
easy to do.
0
0
0
0
100%
6. The program directions are clear.
0
0
0
0
100%
7. The exercise directions are clear.
0
0
20%
0
80%
8. The instructions of the test were stated clearly
onscreen.
0
0
20%
0
80%
1. The test was easy to move through.
2. The design was flexible enough for me to move
around at my own pace.
23
6.6 Appendix 6
Teacher’s E-mail request
Dear Colleagues,
I am involved in doing a testing pilot for the Oxford Quick Placement Test. It is a quick
autonomous computer test that produces a CEF level of English. I have already tested 2
pre-Masters groups and would like to now get some feedback from teachers. The test
should take anywhere from 10-20 minutes and I will also ask you to fill in a questionnaire
with your comments. If you are interested please e-mail me. I have listed some possible
dates and times, but am more than willing to try and accommodate your schedule.
Thank you in advance for your co-operation.
Kind regards,
Janene
24