test implementing the four skills

7/31/2019 Test Implementing the Four Skills

1/5

AMAZONIA UNIVERSITYFACULTY OF EDUCATIONENGLISH LANGUAGE PROGRAMDIDACTICS II COURSE

TEST SPECIFICATION DESCRIPTION

LANGUAGE DOMAIN: listening comprehension, writing, reading comprehension, and

speaking skills

TEST TAKER: LEVEL:Advance II Amazonia University

COURSE: Didactics II

PURPOSE: The purpose of the test is to evaluate the proficiency of the students and their

knowledge toward the topic Using technology in ESL/EFL classroom, measuring the four

skills

FORMAT:

Listening: specific questions about the video Top 10 reasons to use technology in

education

Writing: Write a paragraph according to the video and their own experience

Reading: Multiple choice with a single answer

Speaking: Rubric (Accuracy, vocabulary, fluency, interaction, communication)

STIMULUS:

Listening: video

Writing: video, previous knowledge and experiences

Reading:A text about the topic

Speaking:A quote taken from the video (debate)

SCORING: Checklist an rubric. Each skill is going to have 1.25 point.


2/5

AMAZONIA UNIVERSITYFACULTY OF EDUCATIONENGLISH LANGUAGE PROGRAMDIDACTICS II COURSEName:____________________________________Date: ____________________

Using Technology in ESL/EFL Classroom - Test

A. Listening Comprehension: Watch the video Top 10 reasons to use technology in education andthen answer the following questions according to what you watch and listen to.

1. Write 5 reasons for using technologies in the classroom according with the video.

Students love it

It makes life easier for teachers

Improve test scores

Encourage homework

Professional development

2. According to the beginning part of the video, why is it important to use technology in education?

Using new technology is the future of education system; they are great tools for students to learn.

3. Named the four key components to learning engaged by using technology in the classroom.

Active engagement

Participation in groups

Frequent interaction with people

Connection to real world aspects

4. How can students learn from the experts when teachers use technology?

Encourage students to contact with people and teachers around the world.

5. Why does technology make life easier for teachers?

It facilitates the development of lesson plans, grading, meeting with parents.

6. What do you think about "with technology we can remove obstacles in the classroom"?

B. Writing: Write a paragraph about the use of technology in ESL/EFL classroom comparing the videowith your own experience as student and teacher.

C. Reading Comprehension: Read the text below and answer the questions selecting just one answerper question.


3/5

Use of Technology with ESL StudentsMary Masterson

IT 8420

Teachers of English to Speakers of Other Languages (TESOL) has developed standards of access that shouldapply to ESL students. All ESL students should be provided a positive learning environment. They should beprovided an appropriate curriculum, have access to all services within the school, and have fair and equitableassessments. Many ESL teachers have chosen technology to aid in satisfying these standards. TESOL has furtherdefined goals for ESL students. Students should be able to use English to communicate in social settings. Thisincludes reading, writing, speaking, and understanding English. Students should also be able to use English toadvance academically. This means that students must be able to master curriculum that is presented in their newlanguage, English. Therefore, most ESL teachers emphasize content specific language and concepts. Lastly,students should be able to use English in culturally appropriate settings. The attainment of this goal will help ESLstudents to become a part of the school and its culture.

Teachers have chosen a variety of technologies to help in educating ESL students. In some instances the oldertechnologies of audiotapes, language masters, televisions, and videotapes are still utilized. Audiotapes are used inlistening centers, and in some cases with home projects. Language masters are still used as listening andspeaking centers in some classrooms. The common technologies of television and videotapes are valuablelearning tools, when used appropriately. With previewing, viewing, and post-viewing activities included, a widearray of activities can be used with video and television that provide both auditory and visual languageexperiences.

The emerging technologies of computers and multimedia provide opportunities for even more learning experiencesfor ESL students. Word processing, e-mail, computer software, the Internet, and the World Wide Web are allsources of more and different learning activities. The interactive nature of multimedia provides new ways toenhance the learning experience of ESL students. Teachers use multimedia with ESL students for a variety ofreasons. The text, graphics, video, and audio encourage immersion in language. The nonjudgmental aspect oftechnology is comforting for these students. The individualization, instant feedback, and assessment componentsof many software packages are all positive factors. Students are motivated when using technology, especially thenew emerging technologies. They feel empowered and often content is more accessible to them.

Many factors need to be considered when evaluating multimedia. It should be easy to use and to navigate. Itshould be consistent with the knowledge we have about ESL students learning needs. Software should beappealing and, of course, it should have a purpose.

Technology is a valuable part of all students learning and education. It can be an integral factor in the ESLstudents learning. Not only can technology, and particularly the emerging technologies, assist in the acquisition oflanguage skills, but also technology can aid in the all important task of aiding students in the mastering ofcurriculum content in English. When appropriate preparation and activities are utilized, technology can assistteachers in meeting the special language and learning need of ESL students.

Questions:

1. According to the first paragraph, teachers have used technology as a help to:

a. Improve the standards in ESLb. Achieve standards in ESLc. Complement standards in ESL

2. Teachers have to use common technologies:

a. when it is fittinglyb. when it is necessary


4/5

c. when it is useful

3. The emerging technologies of computers and multimedia provide opportunities for:

a. more learning experiences for ESL studentsb. different learning activities

c. encourage immersion in language

4. The most important reason why teachers use technology is because:

a. It encourages immersion in languageb. It motivates students to learn and involves them in contentc. It is comfortable for teachers.

5. According to the conclusion of the text it could be inferred that:

a. technology is an indispensable toolb. technology is one of many tools to help improving the teaching-learning process

c. technology is a complex resource in ESL.

D. Speaking: You are going to be engaged in a debate discussing about the following hypothesis:

Teachers will be not replaced by technology, but teachers who do not use technology will be replacedby those who do Sheryl Nussbaum-Beach


5/5

The evaluation rubric will measure proficiency in expressing oneself in English, the reflections and argumentativeproficiency of students ideas and positions.

CATEGORY 4 3 2 1 Score

Grammar -Accuracy

Grammar was usedto communicateeffectively.

A few minordifficulties arosefrom not usingthe grammar toachievecommunication

Grammaticalerrors led to manyminor difficultiesor one majorbreakdown incommunication.

Grammaticalerrors severelyhamperedcommunication.

AB

Vocabulary

Vocabulary relatedto the topic wasused to expressideas eloquently.

A few minordifficulties arosefrom not usingappropriatevocabulary.

Some difficultiesarose due tolimited vocabularyand/or baddiction.

Communicationwas severelyhampered due tolack ofvocabulary.

Fluency

Student acted as afacilitator, helpingthe conversationflow and develops.

Some minordifficultiesmaintaining theconversationwere evident.

Some effort wasrequired tomaintain theconversation.There may havebeen a few longpauses.

Much effort wasrequired tomaintain theconversation.There may havebeen many longpauses.

Voice and non-verbal

communication

Pronunciation wasclear and inflectionand expressionswere used toenhancecommunication.

No seriousproblems arose,but betterpronunciation,inflection, and/ornon-verbalcommunicationcould have madecommunicationmore efficient.

Somecommunicationproblems arosedue to unclearpronunciationand/or lack ofinflection and/orexpression.

Student wasdifficult to beheared.

Pronunciation,inflection, and/orexpressionconfusedcommunication.Student was verydifficult to beheard.

Interaction

The student wasable to understandand answerquestions, givingappropriateresponses. He/Sheused the adequateelements tocommunication andinteraction showinghis/her position and

respecting theothers.

There were littledifficulties toanswer thequestions butthey wereunderstandingand related withthe topic. He/Sherespected othersopinions and

positions.

There was someconfusing in theanswers relatedwith the topic andquestions.Sometimes he/shedid not respectothers.

Understanding andanswers ofquestions wereconfused andhe/she did notrespect othersstudentspositions.

Points will be deducted from your final score if you speak for less than the assigned time.

by: Yenny Fernanda Peralta, Lina Vanessa Crdenas Luna

test implementing the four skills

Documents