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
The context
in which the assessment takes place
‘helping’
each
other
Limited
exposure
to English
Open door
policy
Cultural
background
Educational
background
2
Evolution of the GFP at
Dhofar University
3 tiered system
•
2006-7
2007-10
• Level 1
16 hrs
20-22
• Level 2
12hrs
18-20
• Level 3
9hrs
16 hrs
3
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
4
5
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.
LEVEL 3 Outcomes 4.
1. Use text features
to predict general
idea of a text
(e.g. visuals, title,
headings)
5.
2. Scan a text to
identify and
explain specific 6.
information.
7.
3. Skim a passage to
determine the
organization,
general ideas, and
scan the passage
for relevant
details.
Recall important
points and
interpret text by
answering factual
questions.
Compare and
contrast
relationships/
Summarize/
Paraphrase
information from
text. Goes to
ENG101
6
Development of In-house Materials
To ensure cultural appropriacy
Students level of English moving from
communicative to
Academic English
To support OAS
7
Assessment
•
•
•
•
•
Placement test
Exit exam
Course material evaluation
External testing system
Student evaluation
8
Assessment Breakdown
2007-8
2008-9
2009-10
2007-2009
2009-2010
Coursework
External test
85%
15%
80%
20%
80%
20%
75%
25%
70%
30%
ITP TOEFL
IELTS
9
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
ITP TOEFL
vs
IELTS
Institution Testing Program
Test of English as a Foreign
Language
International English Language
Testing System
 Idiomatic language
 4 skills are rated
 Culturally biased
 based on practical skills
which are used for academic
study
 No speaking component
 Does not differentiate in the
lower registers
 No writing component
 provides a variety of contexts
and range of situations and
speakers
 in line with OAS
11
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%
10%
Continuous assessment 10%
Listening
25%
25%
Total Grade of the course
50%
10%
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.
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Listening Learning Outcomes
Learning
Outcome
Standards
Learning Outcomes
Level
1
Level 2
Level 3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
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.
√
√
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
G
H
I
J
Recognize signpost phrases.
Distinguish between statements and
questions.
Identify important information by word
stress.
Transfer specific information from a
listening passage to a table / diagram.
√ 13
Name:
DHOFAR UNIVERSITY FOUNDATION PROGRAM
FALL SEMESTER 2009-`10
FINAL EXAM- LISTENING
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
•Mr Maxine will have to pay a total of …………..
(a) ₤ 165
(b) ₤ 65
(c) make a car reservation
(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)
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SECTION 3 : Listen and complete the table below
Main areas
dealt With
Rent
Depends on
Properties
available
When to see?
Need
Must
(11) City ………………
North suburb
From (12)
to ₤ 500.
₤……………….
Quality of the area
Availability of (13)
…………………
Garage
West park
Rent (14) ₤……………… a
month
Including (15)
………….……………… bill
Tithe road
Rent ₤ 380 a month
Including (16)
……………………….. rental
Meet at office on Wednesday
at(17)………… pm
Letter from (18)
……………………..
Reference from employer
Give (19) …………. weeks’
notice of moving in
Give deposit of one month’s
(20)…………..
Pay for contract.
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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.
2 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
3 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
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SPEAKING RUBRIC
Student’s Name:______________________ Level 3
Section: ____
TOTAL MARK: ____ / 30
THINGS WE LOOK FOR
Pronunciation
All words are clearly understood
Most words are clearly understood
Some words are clearly understood
Not many words are clearly understood
4
3
2
1
Intonation
Interesting to listen to
Sometimes interesting to listen to
Boring to listen to
Meaning is clear
Most meaning is clear
Confusing
Can keep speaking
Stops and starts with pauses
Only gives 1-2 word answers
Appears confident
Trying to be confident
Makes listener uncomfortable
Excellent ideas
Interesting ideas
Ok ideas
Not interesting
Excellent interpretation of graph
Very good attempt at explaining graph
3
2
1
3
2
1
3
2
1
3
2
1
4
3
2
1
4
3
Good attempt at explaining graph
Confused explanation of graph
Demonstrates excellent use of vocabulary
2
1
3
(Use of target language)
Attempts to use target vocabulary
Limited attempt to use target vocabulary
2
1
Use of visual aids
Interacts well with visual aids
Attempts to interact with visual aids
Doesn’t incorporate visual aid
3
2
1
Use of Grammar
Fluency
Developing confidence
Content
Task Fulfillment
(Paraphrase graphic
information)
Vocabulary
Things that were good:
Things that I can work on to improve my grade:
All words are clearly
understood
Most words are clearly
understood
Some words are clearly
understood
Not many words are
clearly understood
4
3
2
1
Demonstrates excellent use
of vocabulary
Attempts to use target
vocabulary
Limited attempt to use
target vocabulary
3
2
1
17
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
Convenor and
Director modify the
test if necessary.
Writing topic is set.
Coordinator
formats and sends
for printing.
Coordinator reviews
and amends test in
light of group
meeting.
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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.
3 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
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SAMPLE OF READING TEST
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 waterrelated 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.
_________
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SAMPLE OF WRITING TEST
WRITING – TASK 4
Focus on
COMPARE AND CONTRAST PARAGRAPH-
• 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).
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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.
2.
What are the reasons some students get bad grades at university?
Give three causes and explain each.
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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.
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The next step in our process of improving our
assessment tools
High stakes
assessment
Other forms of
data collection
•
•
•
•
•
•
•
•
•
•
Tests
Exams
Quizzes
External testing
systems
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?
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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.
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