Testing & Needs Analysis Process
The process comprises four elements:
- Structure test
Is a 40-question, grammar based assessment, which is aimed at accurately measuring the student’s awareness of and ability to construct the forms, which constitute the foundation of the language. Unlike many conventional grammar tests which rely on filling in gaps, the RLC structure test encourages students to activate their linguistic skills and language awareness. It diagnoses the student’s ability:
- To recognise and compare patterns within a language
- To correct a structure – this gives the teacher additional information about how the student understood and approached the problem
The structure test provides the teacher with a large amount of valuable information about the student’s language base. The results of this test are used in conjunction with the speaking test. There is usually a strong correlation between these two elements.
- 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,)
We have expanded Richard Lewis Communications' presence on LinkedIn to include a wider range of services including: Cross-Culture, Presentation Skills, Riversdown House, Negotiation Skills, Meeting Skills, and Academic /...
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Riversdown House, our residential centre for intensive English training, has recently started its own Facebook page. The URL is 07/11/2011
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Language- Overview
- The Methodology
- The Tutors
- Testing & Needs Analysis Process
- Grouping Audit & Thorough Testing and Needs Analysis
- Numerical Levels & Competence Categories
- Materials
- Goals & Measurement
- Learning Styles
- English for Specific Purposes (ESP)
- ESP – Rationale
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