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Sample placement test

Rationale for development

The purpose of the placement test is to help determine whether people

presenting for English language tuition for the first time are most

appropriately placed in a Certificate I level course or a Certificate II level

course. Each of the courses comprises groups of units of competency at two

outcome levels. This allows teachers to place students in either full-time or

part-time classes, and provides a flexible and scaffolded pathway to allow for

the learning needs of students who may require a slower pace of learning.

The minimum entry requirement for the Certificate I is proficiency

approximating International Second Language Proficiency Rating (ISLPR) 0,

and the minimum entry requirement for the Certificate II is ISLPR 1. The

outcomes of each course are also expressed in terms of the ISLPR. Course

content is customised according to the goals of the learners and usually has

one of three focuses: employment, further study or community.

The placement process is designed to enhance learning opportunities by

enrolling students in classes that will allow them to increase their overall

English proficiency in the context of their personal goals. In that sense it is a

low stakes test, as it is not intended to exclude students from receiving

tuition. In the event that students are incorrectly placed within one of the

two levels of each Certificate course, they can be transferred to another class


within the first three weeks of the course beginning. However, it is

problematic if a student has been placed in the wrong Certificate level. There

is the administrative hassle of transferring the students to another course

and the ensuing frustration for already time-pressured teachers. In addition,

if a student enrols and is discouraged as a result of inappropriate class

placement s/he may drop out, which increases attrition rates.

A placement test, then, needs to be able to identify presenting students who

are operating at approximately ISLPR 1, and to distinguish them from those

who are operating at either above or below approximately ISLPR 1. If a

student is below ISLPR 1, it is safe to place them in the Certificate I course;

if at approximately ISLPR 1, then the Certificate II course can be considered.

If a student demonstrates as part of the placement process that s/he is

significantly above ISLPR 1, a Certificate III course can be considered

(minium entry requirement ISLPR 2). In the current vocational education

and training environment successful completion of a Certificate level course

will help secure further funding, so it is important to place students in the

level course that they have the best chance of successfully completing.

Placements tests are usually designed at a local level. Teachers –

particularly the part-time teachers who deliver programs in more than one

college - have reported that there is sometimes a problem of consistency

across colleges. This problem may be compounded if some teachers are

more familiar with the curriculum than others. Another issue is that


placement tests tend to ask students to do things they have done many

times before in similar circumstances. For instance, students who are

coming to TAFE from another provider have often been asked before to write

about their life in Australia, or to talk about their employment in their home

country, and because of this they can demonstrate a false level of

proficiency. In addition some sections use tools such as cloze passages or

comprehension-type tests which, while quick and easy to mark, are oriented

towards knowledge about English rather than use of English and in that way

are inappropriate for determining placement in communicative classes.

This test, then, attempts to provide an easy to administer and mark tool to

help teachers place learners in the most appropriate groups that will allow

them to progress in their English language learning.

Description of the target group

People for whom the placement test is designed are adult men and women

from language background other than English who present for English

language tuition at TAFE NSW colleges for the first time. These people will

have a variety of linguistic, cultural and social backgrounds, but usually fall

into three broad groupings according to their English language acquisition

experiences. The first will be people who have had previous English training,

either in their home countries or in Australia (usually at AMES). The second

will have had no previous English language training, but may have acquired a

degree of English proficiency through working or living in Australia or another


mainly English-speaking country (usually New Zealand). The third will have

minimal English proficiency. Increasingly, the people who fall into this third

grouping will have had little or no formal education in their own countries.

These new students will join other students who have already completed

some English training at TAFE. These ‘old students’ can be placed in the

most appropriate classes based on their previous course achievement and so

do not need to undertake the placement test.

The courses in which the students will enrol comprise speaking, listening,

reading and writing units of competency whose contents have been informed

by the significant features of language described in the ISLPR scales. Most

delivery and assessment of the units of competency is holistic across the

macroskills and the courses are designed to facilitate communicative

language teaching methodology. For delivery and for assessment of learner

achievement of course outcomes, the use of texts for the learners’ real life

purposes is stressed and these are required to be authentic in that sense.

However, there is a recognition that texts need to be appropriate for the level

at which learners are currently aiming, and this may require some

modification of real world texts.

The item/task development process

The starting point was a review of the relevant literature, and the following

theoretical principles informed development of the tasks.


Assessment as interaction The tasks are designed to stimulate authentic

engagement on the part of the students. The test doesn’t look like a test a

much as it does a gathering of useful information that will benefit the

student. For instance, question 2 in the written component asks students to

indicate their future goals, and question 3 requires some self-assessment on

the part of the student. The interview component is an interpersonal

interaction for an authentic purpose, as the preferred enrolment and child

care or parking requirement items provide information that is genuinely

needed. The map reading and return date items have also been incorporated

into the test for the purpose of student engagement. Spence-Brown notes

that “authentic engagement with the task as interaction … may lead to higher

validity” (2001: 479).

Communicative competence The placement test is designed to provide

information that is needed, and is not a test without authentic purpose.

“What students are asked to do … approximates as closely as possible to

real-life language use” (Alderson et al., 1995:14); “we should make [test

tasks] mirror salient features of the real-life situation” (Weir, 1993:16); we

need to “select appropriate texts, to be read for realistic purposes” (Weir,

1997:39). The information gathered by the placement test is used to place

students and uses means typical of what they will encounter in their future

classrooms. The test states up front who the audience is, and the use to

which the information gathered will be put.

Brindley points out that listening tests in particular can be very stressful for

students (1998:176). The interview has been chosen because it is more


‘natural’ than, for instance, a pre-recorded input text used as the basis of an

aural comprehension. It is hoped that this may make the testee feel less like

s/he is being assessed, particularly as the purpose for the information

gathering is authentic. The face-to-face aspect of the interview also provides

the visual support that Brindley refers to as one advantage of the use of

video (1998:180).

Criterion referencing The placement test is criterion referenced. Unlike

tests which place the top group of interviewees in the top class, the next in

the middle and the bottom in the lowest class (as cited by Alderson et al.,

1995:11), this test is criterion referenced against the ISLPR. Like the scale

itself and the courses that have been informed by it, the placement test

seeks to sample “language as it is used by learners in real life” (Wylie and

Ingram, 2007:iv).

Test for best The test is designed to allow students to demonstrate what

they can do, not what they cannot do – “We should always test for best”

(Weir, 1993:5). It is not meant to exclude students, but to place them

appropriately in order to maximise their potential for success.

Direct testing Speaking and listening are assessed by asking students to

speak and listen; reading and writing are assessed by asking students to

read and write. The tasks and the instructions for administrators are

designed to maximise validity by focussing only on the macroskill being

assessed. For instance, the receptive skill of listening requires some sort of

productive response, but the framing of the task needs to make sure that

students’ productive skills are not being assessed. Certainly, “it is not easy


to design listening comprehension tests which mirror the purposes of real-life

listening” (Brindley, 1998,:174). So, in the interview component the

administrator provides contextual support by referring to the attendance

pattern options and having the student listen and do minimal writing as a

response to listening. It is also recognised that, as van Lier points out

(1989), an oral proficiency interview is not a conversation; the interview is

not intended to be a conversation, but more a face-to-face interpersonal

exchange. The interview component of this placement test is a transaction

between the teacher and the prospective student. It has only one of the

features which van Lier says are “the basic characteristics of conversation”

(p. 495): it is face to face. It is highly planned and will be largely

predictable, and there is no “equal distribution of rights and duties” (p. 495).

The trade-off for the absence of these characteristics is that it is authentic

language use for its purpose, and therefore has construct validity.

Limitations are recognised The chief weakness of this test is its reliability,

and this is directly related to its validity. Given the low stakes nature of the

test, this is considered an acceptable trade-off. However, interviewer

training will be conducted with the aim of increasing the test’s reliability.

Nonetheless, inter-rater reliability is a real issue of practicality when there is

a large staff turnover as a result of an increasingly casualised workforce.

Another aspect of the test related to reliability is the fact that a pre-recorded

listening text is not used and there will inevitably be individual differences

between interviewers as well as within the same interviewer on different


occasions. In an attempt to increase the test’s validity and authenticity, a

pre-recorded input text was not considered appropriate.

Cumming notes, in relation to assessing students’ writing, “Because of the

reliance on human interpretation in rating compositions impressionistically,

this is perhaps the major area of controversy in writing test development and

administration at the moment” (1997:55). This impressionistic characteristic

is evident in assessing any language macroskill in a communicative way. It

is particularly an issue in assessing the productive skills of speaking and

writing. This is why a marking guide has been developed, to be consulted

after the student has left the interview, as a means to increase the test’s

reliability by referencing student performance to ISLPR descriptors.

When the first draft of the test was completed, it was checked by one Head

Teacher and three teachers, all of whom are native English speakers. The

only item that was of concern was question 6 in the written component,

which asks the student to describe the day’s weather. It was noted that this

mars the communicative flavour of the test, and the suggestion was made to

omit it. The question was chosen on the grounds that no prior content

knowledge is required to answer it, as all students will have witnessed the

day’s weather on their way to the testing venue. It is likely to be a question

that has not been routinely asked of students before, so should provide some

novel sentences in response. However, teachers who pilot the test will be


asked to comment on its usefulness, and if it is found to be of no value it can

be omitted from further tests.

Description of the administration

Before the testing day, teachers need to be familiarised with the format of

the test and the marking guide. On test day, prospective students will be put

together in a room or rooms on arrival, where a teacher will hand out the

written component (Appendix 2) and explain the purpose of the information

gathering. Students will be given 20 minutes to complete the written

component. The teacher in the room can see which people finish first, and

they can then be given a numbered ticket as they finish, or have their names

noted. The numbering system or order of names can be used to call them in

for the interview component.

At the interview, the teacher will greet the student and have a look at the

written responses. This will give experienced teachers a good idea of the

general written proficiency of the interviewee, and the content can be used to

draw out a spoken response from the student. If, from the written response

and initial oral interaction, it seems that the student is either clearly below or

clearly above ISLPR 1, the teacher can use supplementary higher or lower

material (not provided here) if s/he feels that this will be required to help

assess the appropriate class level. The teacher will then explain the various

attendance pattern options, and ask the student to indicate their preference

on the form (provided here in Appendix 3), which will then be stapled to the


written sheet. Following that, the teacher will explain that the student needs

to return on another day to see if s/he is on a class list or a waiting list. The

teacher will then show the student the map and details (in Appendix 3), and

ask them to write the details on an appointment card. If the student’s

proficiency means that s/he is unable to do this, the information will be

provided to them in written simple English. The teacher will ask the student

if s/he has any questions, and the interview will close.

After the student has left, the teacher will confirm the initial impressions of

the student’s proficiency against the marking guide (Appendix 4), and then

assign a class.

The test should be piloted at three locations. An attempt to validate the test

should occur in the first three weeks of tuition, which will be “an enquiry …

into the proportion of students who were thought to be misplaced” (Hughes,

2003:30). No statistical analysis need be undertaken but, rather, qualitative

feedback can be sought on the test’s predictive validity. Feedback can be

gathered on the test’s administration and content, and any required

amendments will be made. For instance, if teachers feel that higher or lower

supplementary materials need to be developed, this can be undertaken.

The test can then be offered to other sites on request. Selected teachers will

need to be trained in the administration of the test, and they can then train


their colleagues. A validation according to number of misplacements will

again need to be determined.


References

Alderson, J.C., C. Clapham and D. Wall 1995. Language test construction and

evaluation. Cambridge: Cambridge University Press. Brindley, G. 1989. Assessing achievement in the learner-centred curriculum.

Sydney: National Centre for English Language Teaching and Research. Hughes, A. 2003. Testing for language teachers. Cambridge: Cambridge

University Press. Spence-Brown, R. 2001. The eye of the beholder: authenticity in an

embedded assessment task. Language testing 18, 4: 463-481. van Lier, L. 1989. ‘Reeling, writhing, drawling, stretching, and fainting in

coils: oral proficiency interviews as conversation’ in TESOL Quarterly, 23, 3.

Weir, C.J. 1993. Understanding and developing language tests. London:

Prentice Hall. ________ 1997. ‘The testing of reading in a second language’. In Clapham,

C.M. and D. Corson (eds.), Encyclopedia of language and education. Volume 7: Language testing and assessment, 39-49.

Wylie, E. and D. Ingram 2007. International Second Language Proficiency

Ratings: General proficiency version for English. Queensland: ISLPR Language Services.


Appendix 1

Placement test – information for teachers


Introduction

This placement test is designed to assist teachers in placing new students in

either the Certificate I in ESOL (Access) or the Certificate II in ESOL. The

tasks are pitched at around ISLPR 1, the latter being the entry requirement

to the Certificate II. The idea is that the tasks will allow students to

demonstrate the upper limits of what they can do. Some students will only

be able to complete up to a certain point, or will demonstrate productive

skills below ISLPR 1. Others may complete the written component very

quickly and will demonstrate productive skills above ISLPR 1.

Supplementary material could be provided if it is apparent in the

administration of the test that a prospective student is either above or below

approximately ISLPR 1. The supplementary material will help determine if

the student needs to be in one of the Certificate I streams, or if they should

consider one of the courses above Certificate II.

The test comprises a written component, followed by an interview.

The written component focuses chiefly on establishing the intending student’s

writing skills, though it also provides some indication of the student’s reading

skills as well. It will also help identify students’ future goals.

The interview component is used to help (a) indicate the student’s listening

and speaking skills, (b) confirm their reading skills and (c) establish their

goals.

Like the courses in which the students will be enrolled, the placement test

uses and seeks to elicit language for real life purposes. It is a direct test of

students’ abilities (it requires them to speak, listen, read and write) and

reflects the communicative language methodology they will encounter in their

classes. The test seeks to establish what students can do, rather than what

they cannot do.


The test is designed to be administered and completed within one hour: 20

minutes for the writing; 20 minutes for the interview; 20 minutes for the

teacher to finalise assessment and determine an appropriate class.

The test will be considered effective if there is minimal inappropriate

placement in classes.

Content of main written component

Reading and writing

Ability to respond to requests for basic personal information by

o completing a form

o responding to a self-assessment checklist related to own learning

needs and/or goals

o writing very short series of original sentences

Content of interview

Speaking and listening

Ability to sustain a simple face-to-face interaction by

o expressing personal preferences

o giving simple follow-up information

o listening and responding to details about an appointment

Reading and writing

Ability to read a notice and identify location, date and time of the event

Ability to write details of event for own future reference


Students who complete the written component and respond to the questions

in the face-to-face component as per the marking guide can be placed in the

Certificate II course.

If it is apparent from the written component that students are below ISLPR 1,

it may be necessary to give them easier supplementary material to help

determine which of the Certificate I streams is most appropriate for them.

If it is apparent from the written component that students are above ISLPR

1, it may be necessary to give them more challenging supplementary

material to help determine which of the Certificate III courses is most

appropriate for them.

However, the responses to this placement test may be such that interviewers

are able to determine the most appropriate class using it alone. This will

relate to the prospective student’s performance, and the decision to use it

alone will be at the teacher’s discretion.


Administration of test

Written items – approximately 20 minutes

Give prospective students approximately 20 minutes to complete the

written component. Students who finish sooner can be called to interview

first. Note that they may finish quickly because they are not able to write

much, or they are more proficient than ISLPR 1.

Interview component – approximately 20 minutes

Greet the student appropriately. Make a mental note of their basic

courtesy forms and their register awareness.

Tease out information provided in writing by asking questions such as

“How did you find out about TAFE?”, “Do you like living in Anytown?”,

“How did you travel here today?”, “Do you play any sports?”, “Tell me

about your favourite television show”. Some students will have had

distressing experiences prior to their arrival in Australia, so steer clear of

questions about family members or work and education in home country

(unless the student brings them up independently).

Tell student about possible enrolment patterns, and ask for preferences.

Note ability to respond to this.

Then give enrolment and requirement checklist and ask student to

complete by ticking boxes. Do this by using a two or three-step

instruction. For instance, have two different coloured pens on the table

and say “Use the blue pen to complete this form, then give it to me. Just

tick one box for each question.” Note the response.

Show the student the map and details (suggest this page be laminated),

and ask them to write the details on an appointment card. If the


student’s proficiency means that s/he is unable to do this, give them the

information in simple written English.

Ask the student if s/he has any questions, and close the interview.

Assessment – approximately 20 minutes

After the prospective student has left the room

Record the class you think is most appropriate for the student, based on

his/her current proficiency and learning goals, in the box on the first page

of the marking guide.

, use the marking guide to

inform your assessment of his/her current proficiency. Students at ISLPR

1 should get ticks for most boxes. Use other information provided, such

as learning goals, to determine focus of class for placement.

Staple written component and completed enrolment and requirement

checklist to back of completed marking guide. This will be filed for the

eventual class teacher’s information.


Appendix 2

Placement Test – written component for prospective students


ANYTOWN COLLEGE OF TAFE

LANGUAGES SECTION

Thank you for coming today.

We will ask you to answer some questions about yourself. Your answers will

help the teachers choose the best class for you.

Please complete all three pages and then wait for a teacher to call your

name.

Name

Address

Phone number

Home language

Years in Australia

Please read these sentences and tick () one

1. I learned English before:

box for each sentence.

in my country.

at AMES.

at work.

at home.


2. I want to learn English because:

I want to get a job.

I want to talk to Australian people.

I want to study at TAFE or university.

3. About my English:

My English reading and writing are better than my speaking and

listening.

My English speaking and listening are better than my reading and

writing.

Please write sentences to answer these questions.

4. What do you read in English?

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

5. What do you listen to in English?

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..


6. Describe today’s weather.

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

7. Please write anything more about yourself that you want the teachers

here to know.

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

Thank you.

Now please wait for a teacher to call your name.


Appendix 3

Materials for interview component


Part-time (10 hours per week)

Three mornings

Two mornings and one afternoon

Two evenings

Full-time (20 hours per week)

Five days

Four days

I require child care while I study here

Yes

No

I require a parking spot while I study here

Yes

No

Other comments: …………………………………………………………………………………………….

……………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………..


Class lists will be put up in Building Y on Monday 2 July at 12:30 pm.

Come back on that day to see if you have a class.

If your name is on a waiting list, you will need to come back on Wednesday 4 July at 9:30 am.

LUMLEY STREET OFFICES, “Y” Block, 13 – 15 LUMLEY STREET, GRANVILLE NSW 2142


Appendix 4 Marking Guide for teachers


Student’s name Class

Tick skills demonstrated by prospective student.

Name

Written responses appropriate and indicate understanding of requests for information

Roman alphabet used, though use of case may be inconsistent

Basic punctuation conventions generally observed

Address

Phone number

Home language

Years in Australia

Please read these sentences and tick () one

Student followed this simple two-step instruction

box for each sentence.

1. I learned English before:

in my country.

at AMES.

at work.

at home.

Confirmed by student at interview

2. I want to learn English because:

I want to get a job.

I want to talk to Australian people.

I want to study at TAFE or university.


3. About my English:

My English reading and writing are better than my speaking and listening.

My English speaking and listening are better than my reading and writing.



Significant features of listening and speaking at ISLPR 1

Responds appropriately to basic questions and statements

Responds appropriately to two-step instructions and/or short compound sentences

Can sustain a number of ‘turns’ in spoken discourse

Limited vocabulary range

Hesitant production, with some pausing

Extremely tentative register flexibility

Please write answers to these questions.

4. What do you read in English?

5. What do you listen to in English?

6. Describe today’s weather.

7. Please write anything more about yourself that you want the teachers here to know.

Significant features of writing at ISLPR 1

Sentences are complete

Sentences comprise subject, verb and object/complement/very short phrase

Uses only basic, high-frequency connectives

Grammatical errors may cause misunderstanding

Written form is recognisable


Part-time (10 hours per week)

Three mornings

Two mornings and one afternoon

Two evenings

Full-time (20 hours per week)

Five days

Four days

I require child care

Yes

No

I require parking

Yes

No

Oral instructions followed

Preferences and requirements indicated

Other comments:

Sentences are complete

Sentences comprise subject, verb and object/complement/very short phrase

Uses only basic, high-frequency connectives

Grammatical errors may cause misunderstanding

Written form is recognisable

Map exercise – reading and listening

Identifies location, date and time of event

Documents

Sample placement test - wikispaces.netllnworkinggroup.sydneyinstitute.wikispaces.net/file/view/Appendix...Sample placement test_Jackie Cipollone_110316.doc Page 3 of 29 placement tests