• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content

Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

W07 i bt_kaplan

on

  • 750 views

 

Statistics

Views

Total Views
750
Views on SlideShare
750
Embed Views
0

Actions

Likes
1
Downloads
20
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Dif. Between Kaplan and ETS – we are sharing what we’ve observed of ETS and this change We know that schools may be anxious to learn more so they can make decisions
  • Speaking is a key component of the new TOEFL since it is so important for academic success.
  • Have you ever thought about what skills you wished students had when speaking with them? Well, ETS surveyed educators on what tasks are required of students but first let me ask you: what tasks do you find are req’d of students?
  • Some of the key differences between the current and new TOEFL include…
  • Have advisors partner up here and have them choose one of the prompts to try. Partners, be strict with the time of 15/45! Follow-up questions: 1.) Imagine now that you were doing this with your HS French/Spanish, how well would you rate yourself? 2.) How many ahhs and ummms did you have during that time-a few are acceptable. 3.) Was there any structure/organization to your answer: ETS graders are looking assessing on format (question answered, details/examples/explanation, grammar/pronunciation, development of ideas).
  • Difficult? It may be perceived so – what are your students saying? It’s easier to select a MC response about grammar than do an integrated speaking task. Using the “Key” metaphor: The TOEFL can be a “Magic” key or like “losing your keys” depending on how students confront it.

W07 i bt_kaplan W07 i bt_kaplan Presentation Transcript

  •  
  • Presenters
    • Kaplan English Programs ,
    • at Highline Community College
    • Chadd Bennett : Program Manager
    • Jon Dietzen : Center Manager
  • Next Generation TOEFL
    • Why is the test changing?
    • *More focus on ability to communicate
    • *How well students use English
    • *Uses integrated tasks that reflect
    • how language is actually used
        • - Read/listen/speak
        • - Listen/speak
        • - Read/listen/write
  • What speaking tasks are required of students?
    • Ask questions in class
    • Participate in group discussions
    • Give presentations
    • Participate in team projects
    • Discuss issues with advisors/faculty
    • Speak with landlords about living arrangements
    • Properly order a coffee in Seattle
  • Test Overview
    • No Structure (Grammar) section; new Speaking section
    • CBT scores still valid for two years, but schools may require a new (IBT) score after Sept. 2005
    • Test began September 2005
    • Test was offered until the end of August 2005
    • Note-taking allowed for all sections
    • No note-taking allowed for Listening, Structure and Reading
    • All questions will be non-adaptive
    • Computer adaptive questions for Listening and Structure
    • Some integrated skill testing
    • Non-integrated skill testing
    • Test will be delivered via the Internet
    • Test is saved on computer
    New TOEFL (iBT) Previous TOEFL (CBT)
  • Reading Section
    • CBT
    • Approximately 5 passages
    • 44-60 questions in 70-90 minutes
    • iBT
    • 3 passages total, 12 questions per passage
    • Reading passages are longer: 600-700 words each
    • A max. of 3-4 words may be hyper-linked to a dictionary
    • A review button allows a student to review answers
    • Each question mentions the relevant paragraph:
    • “ According to paragraph 4, what can be inferred about…”
  • Reading Section
    • Question types
    • New iBT Reading Questions
    • The author’s method of explanation/definition
    • Paraphrase of a sentence
    • Choose and categorize ideas from a list
    • Choose key points for a summary of the whole passage
    + Sequence/insert sentence + Fact/detail - Place passage in larger work + Negative fact + Vocabulary - Organization - Title + Pronoun reference + Purpose/function of a detail + Main idea + Inference - Main purpose - Main topic
  • Listening Section
    • CBT
    • Variable number of short conversations, 2 longer conversations and 3 lectures
    • 30-50 questions in 40-60 minutes
    • No note-taking allowed
    • iBT
    • No more short conversation section
    • 2 longer conversations with 2 or more speakers each
    • 4 longer lectures, some of which include dialogue
    • 5-6 questions per conversation or lecture
    • Some questions repeat a small section and ask about the speaker’s meaning
    • Note taking is allowed
  • Listening Section
    • Question types
    • New iBT Listening Questions
    • Identify (Yes/No) which ideas were mentioned (>2 answers)
    • The meaning of a repeated phrase or sentence
    • The speaker’s method of explanation
    - Sequence events + Fact/detail - Match words with defs, examples, etc. - Negative fact - Choose a diagram + Purpose/function of a detail + Main idea + Inference - Main purpose + Main topic
  • Speaking Section
    • This section is new
    • 6 questions in total
    • 2 independent tasks on familiar topics
    • 4 integrated tasks: 2 based on Reading/Listening; 2 based on Listening
  • Speaking Section
    • 2 Independent Tasks
    • Each gives 15 seconds to prepare and 45 seconds to answer
    • Each question appears on the screen
    • Both questions discuss non-academic information
    • Examples: Give this a try!!! (15 seconds-prep/45 seconds-speak)
    • “ Describe a class you have taken in school and explain why the class was important to you. Include details and examples to support your explanation.”
    • “ Some universities require first-year students to live in dormitories on campus. Others allow students to live off campus. Which policy do you think is better for…?”
  • Speaking Section
    • 4 Integrated Tasks
    • 2 Reading/Listening/Speaking
    • Each task gives 45 seconds to read a 5-8 sentence long passage, and then plays a short conversation or explanation
    • First task : a short announcement and a long conversation
    • Time : 20 seconds to prepare, and 60 seconds to answer
    • “ The woman expresses her opinion of the announcement made by the university president. State her opinion and explain the reasons she gives for holding that opinion.”
    • Second task : a short reading and a lecture
    • Time : 20 seconds to prepare, and 60 seconds to respond
    • “ Discuss the suitability of antelopes and horses for domestication. Which is more suitable?”
  • Speaking Section
    • 4 Integrated Tasks
    • 2 Listening/Speaking
    • After the listening, each task gives 20 seconds to prepare and 60 seconds to answer. Each question appears on the screen.
    • The first task is a long conversation between two students:
    • “ The students discuss two possible solutions to the woman’s problem. Describe the problem. Then state which of the two solutions you prefer and why.”
    • The second task is a lecture that is slightly shorter than those on the CBT:
    • “ Using points and examples from the talk, explain how the automobile and the radio contributed to a common culture in the United States.”
  • Writing Section
    • CBT
    • One 30-minute essay about one question
    • iBT
    • 1 Reading/Listening/Writing Task
    • One academic reading and one listening passage
    • Five minutes to read the passage first
    • Then, after listening to a lecture on the same topic, a student has 20 minutes to write
    • An answer must discuss the key ideas in the listening passage and explain how they differ from those in the reading
    • No personal opinion is required
    • The reading passage will always be available, but not the lecture (must use notes)
    • 1 Writing task similar to that of the previous TOEFL
    • The question asks a student about personal experience and knowledge
    • 30 minutes to write an essay
  • iBT Scoring
    • The score report universities receive will contain:
    • Four skill scores
    • - Reading 0-30
    • - Listening 0-30
    • - Speaking 0-30
    • - Writing 0-30
    • A total score: 0-120
    • Student score reports will also contain performance feedback.
  • Scoring Comparison 54-55 157 480 68 190 520 79-80 213 550 92-93 237 580-583 iBT CBT PBT
  • iBT Scoring
    • Scores available for viewing online free of charge 10 business days after the test.
    • Institutions can enter a folder with their students in it.
    • Sortable database to assist in matching scores with applications.
    • “ Print friendly” format, with photo.
    • ELPs and attending institutions can view scores online with permission of student.
  • Questions Kaplan students have asked about the iBT
    • Is it more difficult?
    • If I apply for fall quarter 2007, what score will I need?
    • How long will schools honor the CBT score?
    • What scores will schools require?
    • How will the sections be evaluated?
    • How important is speaking?
  • Kaplan’s TOEFL Preparation
    • A New TOEFL and Academic course has begun!
    • Includes iBT Questions Type practice
    • Includes skill building for grammar, vocabulary, summarizing, and paraphrasing
  • Resources
    • ETS website: www.ets.org/toefl
    • Upcoming Kaplan Opportunities
        • - Conference Presentations
        • College and University Workshops
        • Guidance for conducting standard setting at your own institution
    • - TOEFL Tuesdays : Free Practice iBT every Tuesday at 4:30pm!!!
    • Highline Community College, building 30, room 319
    • *Students Must call or sign up ahead of time*
  • Discussion Questions
    • Find some advisors from other schools and break into groups of 4-5.
    • Spend some time discussing the following:
      • What is the current TOEFL requirement at your institution?
      • Is your institution still accepting CBT scores? For how long?
      • Has your school encountered any issues in interpreting/implementing the new iBT score?
      • Have you received any comments/questions from students or professors about the new iBT?
      • Other things you would like to ask/share in your groups?
      • Questions???
  • Thank You!!!
    • Thank You for attending this session!!!
    • More resources available up front!!!
    • Kaplan English Programs at Highline CC.
    • 2400 So 240 th , MS 25-516
    • Des Moines, WA 98198
    • TEL: 206-870-3740 FAX: 206-870-0938
    • Email: [email_address] , [email_address]