LANGUAGE TESTING

Language Testing

Language Testing

Introduction

Many students from countries in which English is not their primary or first language must demonstrate an adequate level of English language proficiency before they can pursue their academic studies in English-medium instruction universities. Consequently, increasing numbers of students who wish to enter such universities but who do not have adequate levels of English are learning English as a foreign language (EFL) in their own countries and in pre-university English as a second language (ESL) programs on arrival. The number of students enrolled in pre-university ESL programs in the seven major universities in Canada is approximately 3500 per year. The corresponding numbers of students who are studying English at universities in Hong Kong and China are, respectively, 24,000 and 60 million (see Cheng et al., 2004). The sheer number of students who are studying ESL or EFL in these three contexts offers a potential yet critical research context in which we may gain an understanding of the assessment practices used by ESL/EFL university instructors1 to assess their students.

Test level

Since the students have all previously been introduced to the English language, the test begins at an intermediate level. The students are usually divided into intermediate or advanced groups with outliers being a beginner. Since it is rare to have beginners they are often receive tutoring until they are able to join a more advanced group. Description of language course or textbook Since the language courses at the school are normally divided into intermediate or advanced levels, the texts are chosen accordingly. The teachers have a large amount of freedom in the classroom to better meet the needs of the students. The broad and interpretable curriculum is focused on communicative teaching. Some of the common books used include Interchange and the Azar series of grammar books along with Fun with Grammar. Number of sections

The placement exam will consist of four sections, writing, reading, grammar, and listening. Prospective students will also be required to speak with a staff member individually. This project will concentrate on the first section, listening. Time for each paper Most students when arriving from off the street do not want to be placed through a rigorous and time consuming placement exam, hence, the test will last no longer than one hour. A maximum of 15 minutes for each paper will be granted. There is no minimum time requirement. Weighting for each section

All four sections will be weighted equally. All the sections will be converted to a score out of 25 percent for a total out of 100 marks. This score in coordination with the staff conversation should more accurately place students. Target language situation The target language is language that the students will be expected to encounter during their stay in Edmonton.

Text type and length

The text used is representative of authentic communication between people. It will be short in length similar to real-life interaction. Language skills tested The skills to be tested are reading, writing, grammar, and ...