Assessing and reporting performances on pre-sessional EAP courses

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J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 67 Can underst<strong>and</strong> visual displays of data <strong>and</strong>/or results of data analyses (tables, charts, diagrams) Critical reading Can analyse argumentation in academic texts Can evaluate argumentation in academic texts Can support or refute argumentation in academic texts Writing Content Can analyse the topic of the assignment Can produce relevant content Can reproduce others’ ideas using my own words Can write concisely Can respond critically to input material (lectures, texts, discussions) Can produce well-supported argumentation Can produce effective conclusions Organisation Can write informative introductions Can organise texts on the macro-level Can make appropriate use of headings <strong>and</strong> sub-headings Can use paragraphs Acknowledging sources Can use proper conventions to acknowledge sources When paraphrasing When quoting verbatim Can construct bibliography correctly Language Can produce grammatically correct text Can select appropriate vocabulary Can use the appropriate academic style Can use spell-checker Can use appropriate punctuation Appendix C. Inventory of course assessment instruments Our evidence suggests that the student Has this ability Has had some difficulty Instrument When used Function Description Where kept Initial grammar test Day 1 Grouping, diagnosis Initial listening test Day 1 Grouping, diagnosis Grammar in context—mcq, short answer, gap-filling, re-ordering TEEP-style ‘communicative dictation’—underst<strong>and</strong>ing of key point Tutor’s file Tutor’s file We have no evidence (continued on next page)
68 Instrument When used Function Description Where kept Initial writing test Day 1 Grouping, diagnosis Criteria for marking writing Self-evaluation questionnaire Day 1 Grouping, diagnosis Week 1 Awarenessraising <strong>and</strong> goal-setting Tutorial form Weeks 1–4 Recordkeeping Reading-review of critical reading <strong>and</strong> discussion Writing-Guidance to tutors on marking written assignments Writing-feedback form Oral Presentationstutor feedback form Oral presentationspeer feedback from Seminar discussionself-evaluation References J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 Week 4 Selfevaluation Weeks 2–4 Focusing feedback Weeks 2–4 Feedback to student on each writing assignment Weeks 1–4 Feedback to student on each presentation Weeks 1–4 Feedback from peers on each presentation Weeks 2–4 Reflection, goal-setting TEEP writing task-read 12-page article <strong>and</strong> write a summary TEEP attribute writing scale (adapted)-content, organisation, cohesion, vocabulary, grammar, punctuation, spelling, lack of plagiarism Five pages-questions on abilities in all skill areas, short composition Three pages-personal details, summary of self-evaluation, test results, student’s reflections/concerns re classes, tutor’s evaluation/feedback re all skills areas Student’s record of preparation for class, notes on important points, thoughts re future action Features to comment on when marking each weekly assignment Hamp-lyons formative feedback profile-communicative quality, ideas <strong>and</strong> organisation, grammar <strong>and</strong> vocabulary, surface features Short comments on content, organisation, vocabulary, grammar, pronunciation <strong>and</strong> other features related to public speaking Adapted from Lynch <strong>and</strong> Anderson (1992). Tick boxes to evaluate 15 aspects of speaking Nine questions re student’s participation in seminar Tutor’s file Tutor’s file Tutor’s file Tutor’s file Student keeps only copy. Tutor never sees Tutor’s file Student keeps one copy, <strong>and</strong> one kept in tutor’s file Student keeps one copy, <strong>and</strong> one kept in tutor’s file Student keeps all copies. Tutor never sees Student keeps copy. Tutor never sees Banerjee, J. V. (2003). Interpreting <strong>and</strong> using proficiency test scores. Unpublished doctoral dissertation. Lancaster, UK: Lancaster University. Basturkmen, H., & Lewis, M. (2002). Learner perspectives of success in an EAP writing course. <strong>Assessing</strong> Writing, 8(1), 31–46. Bejar, I., Douglas, D., Jamieson, J., Nissan, S., & Turner, J. (2000). TOEFL 2000 speaking framework: A working paper. TOEFL Research Monograph Series MS-19. Princeton, NJ: Educational Testing Service. Blue, G. M., Milton, J., & Saville, J. (2000). <strong>Assessing</strong> English for academic purposes. Bern: Peter Lang, AG.
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