Progress on stated goals :
1. Completely replace paper-based reading finals with the ACT COMPASS ESL-READING exam as a final reading assessment.
This was accomplished. Many thanks to Nicole and the SALC staff for making it possible.
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2. Review procedure for EAP “skip Test” (Testing procedures designed to see if students need to take R/W V General before EAP V R/W — The Committee discusses and recommends change or status quo)
This issue was discussed at length .The Committee tentatively recommends some changes to the form of the current test and the procedure of giving the test, but will reserve making final recommendations until the EAP task force has had a chance to look at this issue.
3. Revise conversion charts as needed
This is a continual part of the Committee’s mission.T he Committee looked at areas of concern brought up by level two reading writing teachers about the COMPASS reading test. After analyzing the data, we concluded that the conversion score did not need to be changed for that level.
The Committee revised the final essay rubric to conform to changes in the curriculum.
4. Expand double rating system
This was accomplished, and all the final essays are now double rated.
5) Reexamine and rework “finals week” so that it makes more sense from a teacher’s perspective.
We now have a designated testing day (Friday of the penultimate week) for the administration of three finals
6) Other tasks
The Committee was interested in developing an in-house, multi level, speaking final based in part on the SPEAK test. After examining the practicality of this project, we decided not to proceed with it at this time..
Recommendations for 2013-2014
1) That we examine data from standardized test results to draw inferences for the purpose of informing administration and teachers.
2) That we work with level coordinators to insure that new teachers are adequately trained and mentored in assessment.
3) That we explore the possibility of creating an integrated skills test as a final assessment for EAP VI students.
4) That we work with lower level teachers to refine the placement process so that initial placements into Basic, Level I and Level II are more standardized.
5) That we closely examine the speaking finals, level by level, to insure standardization and to make sure that the finals reflect realization of language learning outcomes and that they are not overly content-based.
6) That we work with administrators to assess students referred to ELI for language proficiency assessment by UD Admissions such as those who have taken the SAT but who scored below the required 90 on the iBT.
Walt Babich (Chair) Michael Fields, Ken Cranker, Mary Beth Worrilow, Kathy Vodvarka