LING 568

ASSESSMENT ANALYSIS
BY EDWARD CHAMOURIAN & PETE TORREZ

The Class
CSUN IEP
Listening and Speaking University Bridge A
Level 9 - Advanced
6 Arabic and 6 Asian students

The Book
Focuses on:
Note taking
Organizing information
Listening for language
cues
Academic vocabulary

Observations - Thursdays
Week 1: Students watched a short
YouTube video Top 10 Inventions of All
Time, took notes, and did a short quiz
about the video. The class then practiced
using language cues to order a story.

Week 2: Students discussed topics for

debate as a class. First they pitched
controversial topics, then attempted to
break down the controversy into two
distinct sides they would argue for or
against.

Week 3: Students took a survey about

Pets on Moodle. The teacher then
showed them the results and they
discussed their responses. Students then
received their assigned groups for the
debate topics and began brainstorming.

Week 4: Students had begun the topic of

Environmentalism and were given the
assessment.

SAMPLE + TEST VIDEOS

VIDEO 1
HTTPS://WWW.YOUTUBE.COM/WATCH?V=BNUFZ3_VKUE

VIDEO 2
HTTPS://WWW.YOUTUBE.COM/WATCH?V=SE12Y9HSOM0

Test Design Process

Listening and note taking test
The topic of the week was Environmentalism
Emulated and expanded the instructors note taking assessments
Selected video The Story of Bottled Water
8 minutes Medium Pacing Non-Specialized Vocabulary

Modeled after their text book

Matching + Multiple Choice + True or False + Short Answer

Standard Grading Scale

A: 100-90, B: 89-80, C: 79-70, D: 69-60, F: 59-0

TEST ADMINISTRATION
Explained the test style (listening/note taking)
Gave a mini lesson on key vocabulary and content
Reminded students to take notes
Played the video
Passed out the tests
Collected tests and notes as students finished

PRACTICALITY
Costs : Minimal
Amount of time to construct: 3 hours
Amount of time to administer: 30 minutes
Scoring: Human rated Simple point allocation method
(1 question = 1 point)
(+Short answer)

Clarity of instructions: Students are familiar with methods + topic

RELIABILITY - ENVIRONMENT
9A.M. Thursday
Emergency door alarm
Students cellphones
Students handing in tests fixing notes
Students using water bottles
1 student was 30 minutes late

Overall Grades

MULTIPLE CHOICE STATISTICS

QUESTIONS OF NOTE MULTIPLE CHOICE

No mistakes
A-3: Where does bottled water end up?
China
Brazil
India
Russia

One mistake
A-4: Why did the soft drink companies start selling bottled water?
They wanted to find new was to make money
They wanted to help give people a cleaner option
Not everyone could afford tap water
People said they liked how bottled water tastes

B-1: Water bottles recycled to India are downgraded into lesser plastics and thrown away.

MATCHING STATISTICS

QUESTIONS OF NOTE - MATCHING

No Mistakes
B-5: Taste tests show that bottled water does not taste as good as tap water.

One Mistake
B-3: The plastic used to make water bottles is unsustainable because its made
from oil.
B-4: Instead of buying bottled water use a reusable water bottle instead.
B-6: The amount of oil used each year to make plastic bottles can fuel a million
cars.

TRUE OR FALSE

QUESTIONS OF NOTE TRUE OR FALSE

100% CORRECT
C-8: Public water is polluted by the bottled water industry - True

SHORT ANSWERS

QUESTIONS OF NOTE
TRUE OR FALSE + SHORT ANSWER
C-5: (True or False) Manufactured Demand is when you make something that
people are asking for.
D-1: (Short Answer) How do companies manufacture demand?

STUDENT RESPONSES
D11: HOW DO COMPANIES
MANUFACTURE DEMAND?
They scary us"
Don't tell truth"
By making aids"
Prevent drinking"

D12: Describe the life cycle of a water bottle.

"Many people like a bottle of water
mor than tap water because they
know the bottle water more healthir
than tap. The bottle water can be
clean because when the company take
the water they clean it an pay to
people who want it.
"Backyard in India"

RELIABILITY THE TEST

Pros:

Students are familiar with multiple choice/ true or false/ matching questions
Students are familiar with common point distribution for multiple choice (A-C)
Provided spaces for matching/true or false questions for students to write their answer
Short answer question #1 - Three marked answer spaces
Student performance = depth of note taking

Cons:
Short answer question #2 Students were not given a clear information on the
desired responses and grading methods
Solution for grading 4 steps listed = full credit

VALIDITY
Pros
Fully integrated test
Information contrasted background knowledge
Required note taking

Tasks based off class assessments and textbook activities

Students are familiar with assessment tasks
Level of note taking test score
Especially clarity of short answers

Cons
Matching assesses students grammar over knowledge of material
500,000,000 or five hundred million?
Questions give answers to others

AUTHENTICITY
Testing material for native speakers
Test language paraphrased/modeled from the video
Test items relevant to video/weekly topic
Organization - problem/solution
Modeled academic/lecture style

WASHBACK
Positive:
Emphasis on highlighting key information in the video
Relevant to university lectures and IEP coursework
Test items reflect language cues and highlighted information in terms of expected
awareness

Negative:
Students attribute low scores to content knowledge over note taking/listening
comprehension
Multiple Choice (A-C) no room for comments
Short Answer 2 Unclear instructions