652. They may look equal, but focus, please




One day teacher of English B said to teacher of English A, “I think it’s sound to find out your students’ level of English at the beginning of next academic year.



By means of a placement test, for example. A written one, including reading, writing, maybe listening too. A placement test if you have a mixed-ability group with students of very varied origins and backgrounds, and coming from different schools. Most likely, like you know, any group-class is mixed-ability. A simple but helpful test, I mean. So you could assess with a rather quick reading and make out their levels of English. As well including a question with a few words to measure their vocab. You can compose a box with both very simple terms and as well advanced-English vocabulary; they could have to translate from L1 to English. Simple questions and questions too where the student for example has to write about him or herself, in 50 or 80 words maximum, or whatever number. I would recommend you to compose that test also thinking of high-achievers, so as these ones can’t think the test was so easy and simple. And that they lost their time. Let them kind of ‘show off’ in the exam. In the case of low-achiever students they might write according to their capability, on the essay question – even one single sentence and with broken English.



Tell them this exam will not be graded: it’s just to find out their level.” / Photo from: alumni caltech edu

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