Jim Pettersson, Ph.D.
Utah Valley University
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MTELP/MTAC composite score at least 80.
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Passing courses.
Benefits
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Easy to gather data.
Challenges
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As with exit criteria,
MTELP/MTAC composite
score problems (not
balanced).
A grade of C- was considered
passing.
Not rigorous enough.
Students frequently challenge
placement.
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Raise the passing grade to at least C in each class
and overall GPA of at least 2.0 in classes taken the
previous semester.
Allow an MTELP/MTAC retest within the first 2
weeks of the semester.
Students interview with program coordinator and
fill out an Exception to Standard Placement Form.
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MTELP/MTAC- New formula for determining scores.
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Grades- Develop and implement grading guidelines.
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Use of CALT program for students who challenge level
placement
Teacher recommendations based on previous semester
performance.
Benefits
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Challenges
Multiple measures.
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2 different tests to
evaluate skills.
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More comprehensive
measurement of skills.
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Grades more objective
and reliable.
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Resources needed (CALT only
4 computers available).
More time required to
administer tests.
Staff time to organize data for
evaluation of students.
Getting instructors to give
reliable objective grades.
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Transition from MELTEP/MTAC to CESL.
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Grades- Modified grade requirements.
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Teacher recommendations based on previous
semester performance.
Discontinue use of CALT.
Benefits
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Use of a nationally accepted testing technology.
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Simplified test administration.
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Quicker turn-around time for results.
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Being computer adaptive a larger corpus of questions is
available to draw upon.
Human error in scoring of tests reduced.
Challenges
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Development of reliable cut scores.
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Students fear of technology (comfort level).
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Equipment problems.
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Test security.
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CESL scores- looked at subtest scores.
Course grades- Previous semester.
Must pass 3 of the 4 classes.
Must have a cumulative GPA of at least 2.0.
Exceptions require a learning contract with Program
Coordinator or Program Director.
Oral Interview.
Writing sample.
Grammar and reading test based upon grammar text used
in the program.
Benefits
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Multiple measures.
2 different tests to evaluate skills.
More comprehensive measures of skills.
Use of a nationally accepted testing technology.
Quicker turn-around time for results.
CESL being computer adaptive, a larger corpus of test
questions is available to draw upon.
Human error in correcting of tests reduced.
Allowed for criteria referenced test.
Challenges
Time to administer oral interviews and writing samples.
 Time to train staff in administration of oral interviews
and writing samples.
 Continuing challenge of reliable grades.
 Time for staff to meet and discuss student placement.
 Getting faculty to complete and submit placement
recommendation forms.
 Getting reliable objective grades from instructors.
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Composite score of 80 or higher on the
MTELP/MTAC.
Pass all Level 4 ESL classes.
Benefits
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Administered by Testing Services.
Minimal cost to students ($15).
Liberal retake policy.
Reasonably quick term turn-around time
to report scores.
Flexible testing schedule.
Only two measures to worry about.
Challenges
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Use of one standardized test score provided
evaluation at only one point in the time.
Disproportionate measure of test score:
MTAC
40 questions
MTELP
R-20 questions
V- 40 questions
One score
One score
G- 40 questions
Both scores added together and divided by 2 = composite score
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Security of test environment.
Retakes allowed too frequently.
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New method of calculating MTELP/MTAC
Composite score of 80 (testing allowed at
beginning, middle, end).
Course grades.
CLAT 80 (testing allowed at beginning,
middle, end).
NSA- DRP scores and CWS scores.
DRP
50-57
CWS
58-69
19-49
70-79
50-80
80
81-100
Benefits
Multiple measures (better picture of students skills and
performance).
 Semester measure of students skills and performance.
 Could look at student performance on a class by class
(skill) basis.
 Consideration given to MTELP/MTAC subtest scores.
 MTELP/MTAC paper pencil.
 CALT technology based assessment (computer based
testing).
 NSA- hold students to native English speaker
performance levels.
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Challenges
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Lots of data to compile.
Expanded testing schedule (time out of class,
Students who missed testing).
Convincing testing services of the appropriateness
of the new MTELP/MTAC scoring procedure.
Reliable grades- no sympathy grades.
Development of grading guidelines.
Time and equipment necessary to administer the
CALT.
Grading Guidelines
Reading
Writing
Grammar
L /S
Attendance
10%
10%
10%
10%
Vocabulary
15%
Tests and Quizzes
20%
20%
20%
Homework
Lab
15%
15%
15%
Paragraphs/Essays
30%
Research Paper
20%
10%
Speeches
15%
Listening Activities
15%
Midterm Exam
20%
20%
20%
20%
Final Exam
20%
20%
20%
20%
New MTELP/MTAC Scoring Formula
MTAC Score
MTELP Score
80 x 1= 80
60 x 2= 120
Total= 200 / 3 = 66.7
Program Exit Recommendation Form
Name
CESL
DRP
CWS
Recommendation
Projected Final Grade
L/S
Rdg
Wrtg
Gram
Jose
87
73
85
Exit ESL
A
A-
B+
A-
Aya
65
49
18
Repeat Level 4
C+
D
D-
E
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Change from MTELP/MTAC to CESL.
CESL score of at least 90 (testing limited to
the beginning and end of the semester).
Course grades.
NSA (DRP changed to an untimed format).
Teacher recommendations.
Benefits
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More reliable
information (broad base
of data).
 Quick access to test
results.
 All subtest scores
weighted equally in
calculation of CESL
score.
 Allowed for more direct
teacher input.
Challenges
 Test Security
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Determine reliable out-off
scores
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Anxiety about use computer
based testing format.
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Necessity of staff meeting to
discuss students exiting the
program.
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Highlighted need for better
placement criteria.
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Reliable grades.
Minimum Grade Require in each class
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Initially a grade of “C” was required in each class.
The first revision to the exit criteria changed this to a
grade of a “B” in each class.
After concerns were expressed by faculty members and
administrators this was again changed to a grade of “C”.
MTELP/MTAC to CESL Cut-off Scores
MTELP/MTAC
Basic Level
CESL
0-35
Level 1
0-44
36-65
Level 2
45-54
56-68
Level 3
55-64
69-80
Level 4
65-79
81-90
Out of ESL
80 +
91 +