Testing & Needs Analysis Process

The process comprises four elements:

• Structure test

• Listening test

This test assesses a student’s comprehension skills using a variety of formats.  The student must react to a variety of spoken items; the given reaction is then assessed in terms of both listening comprehension and appropriacy to the spoken input.  It is often not required as comprehension skills are also assessed (in a far more natural and wide-ranging way) during the speaking test.

• Basic level – choosing from four short responses in typical situations (general, social)
• Intermediate and above – specific listening tests are used for different purposes, a general situation and a topic directly related to the student’s field of activity
  

On certain occasions (expatriation courses and longer assignments with a specific nationality), we also assess a student’s comprehension skills of English spoken in a variety of accents.

• Speaking test

The most common testing we carry out is placement testing, which has been refined over many years of experience.  This includes the speaking test and a short grammar test.

Our skilled and experienced testing team is able to make training recommendations based on short, 20-30 minute interviews.  At this stage, if we feel that a student for some reason does not fit into a group lesson, the Tester will discuss the situation with the client contact person.

The main aspects of the speaking test include:

• Skilful elicitation of language in a natural context
• Appropriate register used by the tester
• Language level constantly adapted by the tester
• Continuous monitoring and evaluation of language elicited
• Steering the student through different lexical and grammatical areas
• Establishing the upper limit of a student’s communicative ability
• Initial assessment of strengths and weaknesses
• Holistic analysis of effectiveness of communication
• Assessing student compatibility and learning style (re group dynamics)
  

Placement testing allows RLC to quickly and efficiently test a large number of students and organise suitable groupings.  The tester’s level assessment can often be quite different to the student’s own impression.  During the interview it is important to give the opportunity to comment on how they feel about their skills and whether they prefer to be in a slightly stronger or weaker group.

• Written test

The student is asked to write a short passage describing a familiar topic.  This is geared towards a student’s general level:

• Elementary – a description of your background, family or job and responsibilities (75 words)
• Intermediate – a detailed description of your job, responsibilities, organisational structure and operations (100 words)
• Advanced – a detailed description of a key issue that affects your work or organisation (150 words)
  

All aspects of the text are carefully analysed to establish a level.  These include:

• Grammar (accuracy, range, usage)
• Word order (accuracy, variety, emphasis)
• Vocabulary (accuracy, range, usage)
• Punctuation
• Structure (logic, linking)
• Style
  

RLC also assesses high-level writing skills such as the production of internal/external documents (reports, policy documents, organisational material, legislation etc,)

Riversdown House

The ideal location to improve your English rapidly.

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• Learning Styles
• English for Specific Purposes (ESP)

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