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English Language Proficiency

English Language Proficiency. How to demonstrate it to the satisfaction of UW admissions. Pre-admission. TOEFL: 70 (120) sum of R, W, L (±23 each) excluding S IELTS: 7.0 (9.0) overall average, including S MELAB 82 (95) to be approved (no S)

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English Language Proficiency

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  1. English Language Proficiency How to demonstrate it to the satisfaction of UW admissions

  2. Pre-admission • TOEFL: 70 (120)sum of R,W, L (±23 each) excluding S • IELTS: 7.0 (9.0) overall average, including S • MELAB 82(95)to be approved (no S) • SAT: 490 Critical Reading or Writing (no L S) • ACT English: 20 with or w/out essay (no L S) • Completion of 5-A courses (2 quarters) in UW Intensive English Program

  3. Post-admission • Exempting score on any of the above tests • Successful completion of the Academic English Program – support model • Placement according to standardized test score: SAT, ACT, TOEFL, IELTS

  4. SAT essay rubric Score = 3 (6) demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses: • develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position • is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas • displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice • lacks variety or demonstrates problems in sentence structure • contains an accumulation of errors in grammar, usage, and mechanics

  5. ACT essay rubric Score = 3 (6) demonstrates some developing skill in responding to the task. • The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion. The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details. … The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. … Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding.

  6. TOEFL writing rubric for argument essay 3 (20-22) on writing section: An essay at this level is marked by one or more of the following: • Addresses the topic and task using somewhat developed explanations, exemplifications, and/or details • Displays unity, progression, and coherence, though connection of ideas may be occasionally obscured • May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning • May display accurate but limited range of syntactic structures and vocabulary

  7. TOEFL writing rubric cont. 2 (14-19) on writing section: An essay at this level is marked by one or more of the following: • Limited development in response to the topic and task • Inadequate organization or connection of ideas • Inappropriate or insufficient exemplifications, or details to support or illustrate generalizations in response to the task • A noticeably inappropriate choice of words or word forms • An accumulation of errors in sentence structure and/or usage

  8. IELTS writing rubric for argument essay Band 5 • Generally addresses the task; expresses a position but development is not always clear; supporting ideas are not sufficiently developed • Some organization but lack of overall progression. Inadequate or inaccurate use of cohesive devices; paragraphing may be inadequate • Limited range of vocabulary, but minimally adequate for the task; errors in word choice and formation may cause some difficulty for the reader. • Uses a limited range of structures; complex sentences tend to be less accurate than simple sentences; errors can cause some strain for the reader.

  9. So what? • Test scores are already accepted as indicators of proficiency for exemption from further required support courses • Plan: use test scores to determine level of support required – no more AEP placement test (Diagnostic)

  10. Yeah, but… • Challenge test on day 1 … • Academic reading passage of about 700 words • Table, chart or graph on the same topic Task: summarize the main points of the passage and explain how the information in the table supports or contradicts the passage. Cite the source appropriately. To be approved

  11. IEP 5-A courses • Academic reading and writing (ARW5) • Academic reading and speaking (ARS5) • Academic listening and writing (ALW5) • Academic listening and speaking (ALS5) • Applied academic skills (AAS) Pass all five with 3.0 = exempting score on standardized test

  12. Other IEP courses • Independent Writing • Pronunciation • IELTS prep • TOEFL prep

  13. New and Improved AEP Over to Mary Kay Seales … Questions, concerns, ideas please contact: Priscilla Allen Assessment Coordinator, English Language Programs 206 685 2346 priscill@u.washington.edu

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