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Evaluating students When you give ongoing feedback you are providing the students with the information they need to evaluate their own level and progress. More formal means of feedback may be compulsory. Here are some ways to assess a student's language level: Tutorials can be taken with the whole group or with individual student. It might be useful to spend some time, perhaps the last ten minutes at the end of the week, reviewing the work done, discussing the aims of the lessons, how well the students performed the tasks, whether there are any problems, etc. Evaluation by the students Used to check whether the students feel that they are getting enough grammar, the work is too easy, too difficult or just right or skills work is right for their level. It promotes genuine interaction, develops a much greater awareness among students of what is happening in the classroom and helps you understand better how they react to what you do. I should be done in the mother tongue if possible. Tests are appropriate at different stages in a course. A placement test to assist the formation of groups of students at the same level, or a diagnostic test which is designed to tell you and the students what they do and don't know at the beginning of a course. Periodic progress tests deal with the work covered group activity are ideal, in the form of games or written tests with a frequency of every week, month, term; and they are often dictated by the school. Many teachers prefer to give regular but short tests and then a longer, formal test every term. For external examinations students do practice tests to get some idea and the structure of the tests. Achievement tests are given at the end of a course e.g. at the end of the school year. External examinations such as Cambridge Assessment, and proficiency tests. Placement tests are designed to enable teachers to place new students into the correct class. They contain multiple choice questions (to check their knowledge of grammar and vocabulary and a spoken interview, frequently start with fairly simple questions and become progressively more difficult. It is convenient to also include a few general questions that require more expansive answers Since they will provide more information about the written fluency level. Typically spoken tests also start with simple questions then followed by more complex questions using a variety of present, past and future tenses, conditionals, etc. Until the teacher finds a level where the student are not so capable. Until you are familiar with what knowledge various levels would have, it is a good idea to refer to course books of each level Progress tests should be used periodically to gauge what language has been remembered or acquired and what language has been forgotten and what language items need more work. They encourage students to review and revise and should include a balance of all four skills, as well as grammar and vocabulary. These tests should only include language items covered. Activities can often be unused exercises taken from the work book, or other resource books. Many teachers are not in favor of formal testing as it is often more of a test of memory than actual knowledge. It is similar in content to placement tests, and are sometimes more extensive. Diagnostic tests are used to see what the students already know, and to help the teacher to prepare lessons and materials. They follow the format and the structure of the external examination Practice tests TOEFL – Test of English as a Foreign Language, required by most US universities for admission purposes virtually all multiple choice (writing paper excepted) and covers grammar, vocabulary, reading, writing and listening. The TOEFL has recently added a speaking element. A student doesn't pass or fail, but gets a final score, which equates to his/her level. The score that universities require varies, 133 to 250 (computer based) or 450 to 600 (test on paper). IELTS – International English Language Testing System. The ideal test if a student needs to study or work where English is the language of communication. IELTS scores are recognized by universities and colleges, employers, immigration authorities and professional bodies. TOEIC, the Test Of English for International Communication, is probably the most widely recognised test of work-place English proficiency in Japan and Korea, and now becoming more popular in Europe. It measures the ability of non-native English-speaking examinees to use English in everyday work activities. TOEIC was originally based on the TOEFL test. The test lasted for two and a half hours and had 200 multiple choice questions; 100 questions for listening comprehension and 100 questions for reading comprehension. More recently, writing and speaking components have been added. They attempt to reenact international business environments. Even a native speaker will find it hard to get full marks. it is not a true test of English communicative competence. Cambridge Assessment is the non-teaching department of the University of Cambridge responsible for a broad range of assessments, including the UK OCR Examinations Board, Cambridge ESOL and Cambridge International Exams (formerly known as UCLES).Each year, they are taken by over 1.5 million people, in 135 countries linked to the Common European Framework of Reference for Languages, published by the Council of Europe. General English KET (Key English Test) An elementary level exam, testing the students' ability to deal with basic written and spoken communications. PET (Preliminary English Test) An intermediate level exam, testing their ability to cope with everyday written and spoken communications. FCE (First Certificate in English) An upper intermediate level exam, designed for students who can deal confidently with a range of written and spoken communications. CAE (Certificate in Advanced English) An advanced exam, for a student who can communicate with confidence in English for work or study purposes. Often the minimum entrance level to UK universities for non-native speakers of English. CPE (Certificate of Proficiency in English) A very advanced level exam, for students who have achieved a high level of language skills and are able to function effectively in almost any English- speaking context. Skills for life, tailored to the needs of those who have moved to Britain, i.e. immigrants needing English as a second language: Certificates in ESOL Skills for Life: These certificates also give separate marks for each type of ability. The exam is for ESOL learners in England, Wales and Northern Ireland, and is based on the Adult ESOL Core Curriculum. Scotland has its own education system. Business English BEC (Business English Certificates) A suite of three exams, designed to test English language ability used in the context of business, designed for students who are learning English in preparation for a career in business. BULATS (Business Language Testing Service) A multilingual assessment service for companies that require a rapid, accurate means of assessing language skills in English, French, German and Spanish. Other examinations Edexcel London Tests of English, Trinityin spoken English University of Michigan Proficiency in English examination, and the City and Guilds (London) examinations in all four skills.