Teacher’s Test Guide: Invitations and Giving Directions ...

Teacher’s Test Guide: Invitations and Giving Directions

Darcie Hammer

Azusa Pacific University

TEACHER’S TEST GUIDE 1

Teacher’s Test Guide: Invitations and Giving Directions

Description of Students and Curriculum

This three-part assessment was designed for beginner (level 2) ESL students at a

community college. The students are in the Adult Basic Education (ABE) program and are

between the ages of 25 to 45. Classes meet Monday and Wednesday evenings from 7:00 - 9:30

p.m. There are 24 students whose nationalities include: Mexican, Guatemalan, Brazilian, Korean,

Russian, Iraqi, Mongolian, and Indonesian. The amount of formal schooling for each student

varies, but most have completed high school and some may have started higher education in their

home country. Most are learning English for occupational and daily use in order to maintain or

secure a job and stay in the U.S. Many are parents and need to learn English to interact with

their children’s school, doctors, etc. The class is comprised of 60% female, 40% male, and

typical interests include cooking, spending time with family, and cars. The student population is

mostly low-to-working class and current occupations include: janitors, cooks, manual labor,

fisherman, and stay-at-home moms. For a more information on specific learning outcomes for

this unit, see Appendix A.

Test Objectives and Rationale

The teaching unit is on invitations and giving directions. Both of these skills are needed

to build relationships in the community and enable learners to ask for help in finding a location.

Each section of this test was designed to meet the practical needs and interests of students in the

described context. The tasks are authentic in that they use realistic situations that learners will

face in their every day lives. The purpose of this test is to assess students’ grammatical,

speaking, and listening ability. The grammar being tested is on prepositions of time and location.

The speaking test assesses students’ ability to give directions, describe locations using

prepositions, and invite a friend to a social event. The listening test requires students to follow

oral directions, interpret a radio invitation, and correctly order the sequence of events in a short

story after they have heard it read out loud to them. Each section of the listening portion could

be read out loud by the teacher or it could be pre-recorded and played twice to keep the readings

consistent.


Materials Needed

• One copy of each test per student

• One copy of teacher’s information gap map (p. 19)

• One blank grading form (for each section) per student

• One set of crayons (yellow, red, blue, green) per student

• Computer with speakers (optional)

Procedure

Each section of this test could be carried out on separate class days or all three sections

could be administered during one class period. Because of the nature of this program and the

level of the learners, students are given ample time to complete the test. There is no enforced

time limit, but the teacher should have an estimate of when he or she would like to have all tests

completed. If the majority of students are finished and there are a few still working, the teacher

should give them a few more minutes and then ask them to turn in their test. For this particular

class, the grammar sub-skills test and the listening test will be administered together in one class

period and the speaking test will be administered during the following class period(s).

Grammar Test Administration

This portion should take around 30 minutes or less to complete.

1. Ask students to turn off their phones and clear their desks except for a pencil.

2. Remind students that there is to be no talking during the test.

3. When they are finished, they should bring their test to the front and place it on the teacher’s

desk.

4. Tell students they may raise their hand if they have a question and the teacher will come to

them.

5. Distribute one copy of the Grammar Test to each student.

6. Ask students to write their name and the date at the top in the corresponding fields.

7. If after 25 minutes, some still haven’t turned in the test, gently remind students they need to

finish up and turn it in.


Listening Test Administration

This portion may take up to one hour to complete. If given immediately after the

Grammar Test, it may not be necessary to repeat steps 1-4.

1. Ask students to turn off their phones and clear their desks except for a pencil.

2. Remind students that there is to be no talking during the test.

3. When they are finished, they should bring their test to the front and place it on the teacher’s

desk.

4. Tell students they may raise their hand if they have a question and the teacher will come to

them.

5. Distribute one set of crayons and one copy of the listening test to each student.

6. Ask students to write their name and the date at the top in the corresponding fields.

7. Teacher will administer parts 1, 2, and 3 of the listening test.

Part 1

• Teacher reads: Look at the map. Listen to Tom talk about his neighborhood. Follow the

directions you hear Tom tell you. You will be given enough time to perform the tasks

he asks you to do. You will hear the directions two times.

• Teacher asks if students have any questions. Teacher can explain and give an example

on the board if needed before the official test begins.

• Teacher reads or plays a pre-recorded track of the following paragraph two times:

I live on Elm Drive. My house is the second house on the right. Color my house blue (pause 10 seconds). Every Sunday, I ride my bike to the Beth’s Cafe for breakfast. I will tell you how to get to Beth’s Cafe. Draw the route I take on the map. I go down Elm Drive and head East on Centennial Avenue. Then, I turn left on Main Street. Take a left on 3rd Avenue and it is the last building on the right. Color Beth’s Cafe Yellow (pause 10 seconds). My favorite coffee shop is on the North-East corner of 1st Avenue and Gray Street. Color the coffee shop red (pause 10 seconds). I work at the Bank Monday through Friday. Find my bank on the map. It is colored orange. After work, I like to exercise at the gym. It is the large building across the street from my bank. Color the gym green.


Part 2 The announcement can be found at: https://www.youtube.com/watch?v=oL5IovMewUw (recommended for authenticity) or the teacher can read the text out loud.

• Teacher Reads: Listen to the following radio announcement and circle the correct answer. The announcement will be played two times.

• Teacher will play or read the announcement two times. Announcement: Easter is coming, and once again we will be holding our yearly egg hunt at Unity Park. On Saturday, April 12, the Briar Hill Baseball Fields will be chalk full. So be sure to get there early because the hunt is on at 10 a.m. sharp. For a full list of scheduled activities, visit hbparks.com.

Part 3• Teacher reads: Listen to the short story and number the pictures according to the correct

order. You will hear the story two times. The first one is done for you as an example.• Teacher asks if there are any questions and clarifies directions if needed.• Teacher reads or plays a pre-recorded track of the following short story two times

(allow 1 minute in between the two readings): Sarah lives in Seattle, Washington. She invited her best friends to come over for breakfast at 9 a.m. sharp. Sarah woke up at up early to get things done. She woke up at 7 a.m., got dressed, and walked to the grocery store to buy some eggs. She bought a dozen eggs to make omelets. On her way home, it started raining! Then, she heard a noise. Suddenly a dog jumped out of the bushes and chased her down the street! It was a big dog with sharp teeth. She had never run so fast in all her life! She arrived home at 7:45 a.m. Sarah was wet and tired. She decided to relax and have a cup of tea after such a stressful morning. At 8:30 a.m. she started to cook breakfast but there was one problem. All of the eggs were broken! She remembered she had orange juice and a pack of bacon in the refrigerator so she cooked bacon for breakfast. When her friends arrived, they all sat at the table eating bacon and laughed about what had happened.

Speaking Test Administration

The speaking portion is divided into three sections. Depending on the class size, each

section can be administered in the same class period, or they can be administered over the course

of two or three periods. During the test, the teacher should engage fully with the student.


https://www.youtube.com/watch?v=oL5IovMewUw

https://www.youtube.com/watch?v=oL5IovMewUw

Immediately following each section, the teacher should take a few minutes to score the learner

using the grading rubric (these can be found at the end of the speaking test). Each section can

also be audio recorded so that a teacher can reference them again if needed (optional).

Part 1 - Directed Response

For this section, each student will meet individually with the test administrator. This

should be scheduled during a class period and take place in a separate area or room. Prior

to the test, the teacher can hand out a schedule for students to sign-up or he or she can

simply assign the order. Part 1 can be expected to take 5 to 10 minutes per student.

When students are not being assessed, they can be working on other assignments during

this time. For the assessment, the student will be given a complete map showing where

Jane’s house is and where Ye Jin’s apartment is. The administrator will ask for directions

to Ye Jin’s apartment. The student must give verbal directions so that the administrator

can correctly find Ye Jin’s apartment.

• Teacher gives student the completed map (NOTE: the same map is used for Part 1 and

Part 2 of the speaking test).

• Teacher says: Look at the map. If I am at Jane’s house, tell me how I would get to

Ye Jin’s apartment using the vocabulary we have learned in class.

Part 2 - Information Gap

This section should be expected to take 5 to 10 minutes per student. Part 2 can be

administered immediately following Part 1 if desired, or a schedule can be set up on a

different day. The administrator has an incomplete map and the student is given a

complete map. The student must describe the location of specific buildings so that the

administrator can correctly place them on the map.

• Teacher gives student the completed map (NOTE: the same map is used for Part 1 and

Part 2 of the speaking test)

• Teacher says: My map is blank. I know where Jane’s house is and I know where Ye

Jin’s Apartment is. I will ask you where a building is and you need to describe its

location so that I can complete my map.

• Teacher asks:

1. Where is Tom’s house? 2. Where is the bank?


3. Where is David’s house? 4. Where is the clinic? 5. Where is the bakery?

Part 3 - Role Play

Before the test, students will be assigned a partner. They will be given 20 minutes

to write and practice a script which they will present in front of the class. Students will

be given a small form to fill out to help guide their “conversation”. In the script, Student

A must invite Student B to a social event and Student B must respond appropriately.

After the allotted time, the teacher can ask for volunteers to present, or simply assign an

order. Scripts are expected to take about 5 minutes each.

• Teacher passes out the blank form to each group

• Teacher says: With your partner, you will have 20 minutes to write and practice a script.

Then you will role play your script in front of the class.

• Teacher says: You are friends. Student A will invite Student B to an event (baby

shower, birthday, wedding, concert etc.) Student B will ask questions to get

information. Use the form to guide your dialogue.

• After 20 minutes, I will ask for volunteers to present. If no one volunteers, I will chose

the order.

Scoring Guidelines

The scoring guidelines (including answer keys and rubrics) and interpretation are

provided at the end of each section of the test below. A grading form should be filled out for

each student and attached to their test before it is returned to them.


NAME ____________________________________ DATE___________________

Grammar Test - Prepositions of time and location

Part 1 - Multiple Choice. Look at the map. Circle the correct preposition.

1. The post office is _____________ the bank and the bookstore. a. on c. across from b. between d. far from

2. The grocery store is ___________ Broadway. a. on c. from b. at d. nearby 3. The coffee shop is _____________ the library. a. between c. across from b. on d. next to

4. The bank is __________ the corner of Madison Street and Broadway. a. from c. by b. around d. on

5. The bus station is __________ the hair salon. a. next to c. far from b. across from d. between


Part 2 - Fill -in-the-blank

in at at on on from

betweenbetween byby to to

Read the dialogue and complete the sentences using words from the box. Not all of the words will be used.

Ye Jin and Jane are friends. Ye Jin wants Jane to come with her to her son’s basketball game.

Ye Jin: Hi Jane! Do you want to come to my son’s basketball game with me?

Jane: I’m not sure. When is it?

Ye Jin: It’s this Friday (6)________ 6 p.m. (7)________7:30 p.m. Jane: Where will it be?

Ye Jin: It’s (8)_______ Mariner Middle School, (9)_______ the gym.

Jane: Ok! I will come to your apartment (10)___________ 5 and 5:30 p.m. and we can go together. Thanks for inviting me!

_________________________________________________________________________


Grading Form

Grammar Test - Prepositions of time and location

STUDENT’S NAME ____________________________________ SCORE _______/10

Answer Key:

1. b 6. from2. a 7. to3. d 8. at4. d 9. in5. c 10. between

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Interpretation of Grammar Test Scores

Since the Grammar Test is objective, the scores can be interpreted as follows (NOTE: this is not part of the grading form, but is provided here for informational purposes):

Score9-10 = proficient

8 = good 7 = adequate

1-6 = needs improvement


Listening Test

NAME ____________________________________ DATE___________________

Part 1 - Following directions Look at the map. Listen to Tom talk about his neighborhood. Follow the directions you hear Tom tell you. You will be given enough time to perform the tasks he asks you to do. You will hear the directions two times.


Part 2 - Invitation Listen to the radio announcement and circle the correct answer. The announcement will be played two times.

1. The announcement is about ______________________.a. a Valentine’s Day partyb. a baseball gamec. an Easter-egg hunt

d. lunch at the park

2. The event is on _____________________.a. Saturdayb. Sundayc. Fridayd. Wednesday

3. The event begins at __________________.a. 1 p.m.b. 10 a.m.c. 11 a.m.d. 10 p.m.

Part 3 - Short Story: Bacon for Breakfast

Listen to the short story and number the pictures according to the correct order. You will hear the story two times. The first one is done for you.


__________ _________ ____1____

_________ _________

________ _________ _________


Grading Form

Listening Test

STUDENT’S NAME ____________________________________ SCORE _______/15

Part 1 - Answer Key:

Subtract 1 point for Every building that is misplaced.Subtract 1 point if thereis no line going to Beth’s Cafe (yellow).

______/5

Part 2 - Answer Key 1. c2. a3. b

______/3

Comments:______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Part 3 - Answer Key _______/7

_____8____ ____2____ ____1____

____3____ ____7____

____4___ ____6____ ____5____


Interpretation of Listening Test Scores

Three different listening tasks are provided in order to get more accurate and reliable

results. If there is a certain part that several students struggle with, this will inform the teacher of

what types of listening tasks the students need more practice with. For example, if most students

score high on part 1 and part 3, but low on part 2, the teacher can attempt to use more authentic

commercials or radio announcements in class to help students listen to and interpret native-

speaker speech. The scores can be interpreted as follows:

Score13-15 = Excellent - students should be able to move on to more difficult listening tasks10-12 = Good - this is an appropriate challenge/level for students (not too easy, not too difficult) 7 - 9 = Fair - students need more guidance and practice 1 - 6 = Low - this material may be too difficult for students


Speaking Test

Part 1 - Directed Response Look at the map. If I am at Jane’s house, tell me how I would get to Ye Jin’s apartment usingthe vocabulary we have learned in class.

Part 2 - Information Gap Look at the map. Listen to and answer the questions. (Maps for Part 1 and Part 2 are thesame).

- - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Part 3 - Role Play

With a partner, you will have 10 minutes to write a script. You are friends. Student A willinvite Student B to an event (baby shower, birthday, wedding, concert etc.) Student B willask questions to get information. Use the form to guide your dialogue.

Student A Student BName ________________________ Name _________________________

Event: ________________________________________________________________

Date: _________________________________________________________________

Place: ________________________________________________________________

Address: ______________________________________________________________

Time: ________________________________________________________________


Student Copy



Map A - Teacher Copy

Map B - Student Copy

Teacher’s Copy for grading purposes

Student Name___________________________________ Total Score ________

Speaking Test Part 1 - Scoring Rubric

NOTE: PARTIAL SCORES CAN BE GIVEN

Category 4 3 2 1 Score

Vocabulary Vocabulary studied in class was used abundantly and correctly.

Vocabulary studied in class was used adequately with minor errors that usually did not interfere with communication.

Vocabulary studied in class was limited. Certain phrases may have been overused. Occasional communication break-down.

Vocabulary studied in class was not used adequately or correctly. Frequent communication break-down.

Grammar Grammar studied in class was used correctly and effectively.

Occasional grammatical errors which rarely interfered with communication.

Some break down in communication due to grammatical errors.

Abundant grammatical errors. Frequent communication break-down.

Fluency/Pronunciati

on

Speaks smoothly and confidently with almost no hesitation.Pronunciation is intelligible.

Speaks with some hesitation but does not usually interfere with communication. Minor pronunciation errors that rarely interfere with communication.

Enough hesitation or pronunciation errors to occasionally interfere with communication.

Frequent hesitation and/or pronunciation errors which greatly impede communication.

Function Answers the prompt with 100% accuracy. Test presenter can easily find Ye Jin’s apartment.

Mostly answers prompt. Test presenter may need to ask a few clarifying questions to get to Ye Jin’s apartment.

Partially answers prompt. Test presenter needs to ask several questions to find Ye Jin’s apartment.

Does not/can not answer prompt.

Comments___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________














Fluency/Pronunciation





Function Answers the prompt with 100% accuracy. Test presenter can easily complete the information gap.

Answers prompt accurately but test presenter may need to ask a few clarifying questions to complete the information gap.

Answers prompt with several inaccuracies. May have difficulty explaining some building locations.

Does not/can not answer prompt. Cannot accurately explain where each building is.

Comments___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________














Fluency/Pronunciation





Function Communicates effectively, responds appropriately and works to develop the interaction.

Communicates effectively, often responds appropriately and develops interaction.

Communicates acceptably. Sometimes responds inappropriately or inadequately.

Communicates marginally. Often responds inaccurately making the role play difficult to impossible to understand.

Comments___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Interpretation of Speaking Test Scores

Each part of the speaking test was designed to reflect an authentic situation that students

may encounter on a regular basis. An attempt was made to make it as natural as possible but

nevertheless, because students know they are being tested, their nervousness may affect the

reliability of the results. As noted on the rubrics, partial scores can be given for each category.

Rather than a percentile score on this test, students can earn points on a scale of 1-4. The rubrics

will be returned to students so that they can see which areas they scored highest and lowest and

they can use this information to direct their personal goals. The teacher can also use this

information to see which areas the class as a whole could use more guidance and practice. The

scores can be interpreted as follows:

Score4 = Meets expectations with excellence3 = Meets expectations2 = Slightly below expectations, may need additional attention/tutoring1 = Does not meet expectations, needs additional attention/tutoring

Interpretation of Test as a Whole

This three-part assessment serves to inform the teacher about student competencies in

grammar, speaking, and listening at a beginner level. The teacher should be able to take the

results of each section and determine strengths and weaknesses within the class. The grammar

and listening portions can be graded together on a percentile score. The grammar is worth 10

points and the listening worth 15 points. Together they total 25 points. Each point is weighted

equally therefore the listening portion is worth more than the grammar portion. The speaking

test was scored holistically and is not intended to be used as a percentile score, but rather as a

tool for the teacher and the students to gauge speaking ability with the set class outcomes. After

each test has been graded, the teacher may choose to have short student-teacher conferences to

discuss the results and plan future goals.


Image Citations

Bacon. Retrieved March 12, 2014 from http://farm8.staticflickr.com/

7397/12485444114_b7a2ccc791_c.jpg

Broken eggs. Retrieved March 18, 2014 from https://jezzbean.wordpress.com/2009/12/29/left-

with-egg-on-my-face/broken-eggs/

Girlfriends having breakfast. Retrieved March 18, 2014 from http://

toeachhisscone.files.wordpress.com/2012/09/img_0908.jpg

Growling dog. Retrieved March 18, 2014 from http://www.sutter-yubamvcd.org/images/

rabid_dog_small.jpg

Lady buying eggs. Retrieved March 18, 2014 from http://www.canstockphoto.com/young-blond-

woman-choosing-fresh-eggs-on-13638342.html

Lady drinking tea. Retrieved March 18, 2014 from http://thumbs.dreamstime.com/z/cute-

blonde-wearing-hair-curlers-drinking-coffee-sitting-cosy-bed-33385014.jpg

Walking lady. Retrieved March 18, 2014 from http://www.amputee-coalition.org/inmotion/

nov_dec_09/sockets_liners01.jpg

Walking lady in rain. Retrieved March 18, 2014 from http://i.dailymail.co.uk/i/pix/2012/12/20/

article-2250940-16985540000005DC-840_634x422.jpg


http://farm8.staticflickr.com/7397/12485444114_b7a2ccc791_c.jpg




https://jezzbean.wordpress.com/2009/12/29/left-with-egg-on-my-face/broken-eggs/




http://toeachhisscone.files.wordpress.com/2012/09/img_0908.jpg




http://www.sutter-yubamvcd.org/images/rabid_dog_small.jpg




http://www.canstockphoto.com/young-blond-woman-choosing-fresh-eggs-on-13638342.html




http://thumbs.dreamstime.com/z/cute-blonde-wearing-hair-curlers-drinking-coffee-sitting-cosy-bed-33385014.jpg




http://www.amputee-coalition.org/inmotion/nov_dec_09/sockets_liners01.jpg




http://i.dailymail.co.uk/i/pix/2012/12/20/article-2250940-16985540000005DC-840_634x422.jpg




Appendix A

Curriculum Description

Specific student learning outcomes

• Speaking/listening skills. For example: express a lack of understanding; ask for repetition; state interests or hobbies; understand announcements on the radio. Invite a friend to a social event Listen to an oral invitation and identify time and place Give directions for a specific location Listen to and follow directions Listen to a short story and place story pictures in the correct order

• Reading skills. For example: identify letters of the alphabet; read a personal letter; read and understand an academic text; read graphs and charts. Read and interpret an invitation Read a map Follow written directions

• Writing skills. For example: write the letters of the alphabet; write name, address, telephone number, etc.; take notes effectively; write a resume; take essay tests. Write an invitation Write name and address on an envelope Write directions to a specific location

• Sub-skills. For example: targeted vocabulary or grammar structures. Describe the location of buildings using prepositions Use prepositions of time for invitations

2. What functions (e.g. listening to lectures, writing academic essays, telling stories, giving directions, discussing health problems) are represented in the curriculum?

The curriculum addresses basic skills for giving and interpreting an invitation (both written and oral)and asking for/giving directions to a certain location.

3. What topics (e.g., “how to study”), themes (e.g., “college life”), and/or situations (e.g. “going to office hours”) are represented in the curriculum and materials (including textbooks)? Social events Getting around town Addressing and mailing a letter/invitation


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Teacher’s Test Guide: Invitations and Giving Directions ...

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