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0:04Hello and welcome to this session on all
0:07level testing. This is a really exciting
0:11session because we're actually going to
0:12be talking about how to assess your
0:15students levels of English and it's a
0:18fairly complex uh idea of understanding
0:21that. we're going to put it into um some
0:24simple terms and you're going to be
0:26getting to actually practice this once
0:28you're here with us at TT Madrid. Um so
0:31this will form part of a project that
0:33you'll be working on when you're
0:35actually here. So don't worry about uh
0:38any tasks that need to be done as part
0:39of the online study. The most important
0:42thing is that you watch this video and
0:44you understand more about it so that
0:46when you arrive uh to the course uh the
0:49intensive course here with us, you'll
0:51have a clear understanding and you'll be
0:52able to get straight on with the
0:54project. Of course, you'll be able to
0:56come back and watch this video at any
0:58time if you need a reminder. Um but
1:00enjoy watching it now as we talk through
1:02um the the basics and understanding of
1:05what an all level test is. So let me
1:08share with you um the slides in terms of
1:11the objective. So by the end of this
1:13session you will understand what an all
1:15level test is which is sometimes
1:17referred to as an OOLT just to shorten
1:20it and the purpose of the test and how
1:23these tests really help you with
1:25assessing your students levels in the
1:27future.
1:29So, interestingly enough, one of the
1:32things that you're going to have to do
1:34as a teacher is assess the level of your
1:37students. Now, sometimes that might be
1:39done for you um in terms of somebody may
1:41already tell you what their level is. Um
1:43but on other occasions it will be
1:45something that you will need to do. So,
1:48how do we know what our students level
1:50of English is? Um how do they know what
1:53it is? Well, basically there are some
1:55different tests that you can carry out
1:58and you'll already know that um tests in
2:02terms of their skills um are about
2:04reading, listening, writing and
2:07speaking. Okay, so those are the skills
2:10that you need to be able to assess as a
2:13whole. Um and the one that we're talking
2:15about with all level testing, of course,
2:17is the speaking test. This is literally
2:20where we get them to speak and when
2:23we're listening to what they're saying,
2:24we can assess their level. So, an all
2:28level test basically can tell us to what
2:31level a student is accurate when they
2:35speak in English and to what level they
2:37are fluent. And by doing that we can
2:41listen to their um level of grammar that
2:44they have but also their ability to use
2:46a wide range of vocabulary or not. So
2:50depending on whether they can express
2:53themselves freely and with lots of
2:55vocabulary and in a complex grammar way
2:58will help us to determine if they have a
3:00high level of English or a low level of
3:03English.
3:05So here's some different situations in
3:08which you will for sure get involved in
3:10all level testing. The first main phrase
3:14I guess is that you're going to do that
3:16with new students. So when your students
3:20come to class with you for the first
3:21time, you're going to need to listen out
3:24um and uh understand a little bit about
3:27their level. And this could happen with
3:29your private students or with students
3:31that you are teaching via an academy. So
3:35I want you to imagine that you're
3:37working for uh an academy or a school as
3:40we call them where they have uh students
3:43come into a classroom and you'll be
3:45teaching them. Now in some cases you'll
3:47be teaching them um because they'll
3:49already have a level assigned to them or
3:51you'll be teaching them and
3:52understanding their level um yourself.
3:55So, if you come if students come into
3:58your class, um probably you'll be told
4:01by the school this is a group of B2
4:03students, but until you actually start
4:05speaking with them, you're not really
4:07going to know what their level is. Um
4:09and it may be possible that you have
4:11some higher level students like a C1 or
4:14lowlevel students like a B1 in your
4:16class. um which is fine because it's
4:18quite typical um to have a little bit of
4:20a mix of levels going up and down um a
4:24side of each level. But in general, you
4:26should have more or less the same level
4:28students in your groups. Now, when you
4:30meet with a private student, I guarantee
4:32you one of the first things they'll ask
4:34you is, well, what is my level? Um
4:37because really students are interesting
4:39in knowing how they have progressed, how
4:41they've learned, and how they are doing
4:43when it comes to their English. So
4:45absolutely 100% you'll get to assess
4:48their levels when you're in the your
4:50first classes with your students.
4:53You'll also uh get involved at some
4:55point I'm sure in the future um helping
4:58students get assessed for official
5:02English exams. It's really interesting
5:05here in Spain that now our students are
5:09kind of obsessed a little bit with
5:11English exams. Um, and a lot of that
5:13comes from the fact that they are
5:16expected to have a certain level of
5:18English in order to get a job in Spain.
5:21So, there's a lot of competition and a
5:23lot of requirements for Spanish speakers
5:26to have um a a level of English uh for
5:30their jobs. So, it's really important
5:31that you um understand that because
5:35that's a lot of students will actually
5:37want to be assessed um and participate
5:40in English exams. So for them to know
5:42which level exam they need to um
5:45participate in, they'll want to know
5:46their level first of all. And if you do
5:49get involved in um helping your students
5:52with their official English exams, maybe
5:54one day you'll become a Cambridge
5:56examiner. Um this is something that you
5:58will need some experience with for sure.
6:01um it's very unlikely that you would
6:02fall into this um in your early years as
6:05a teacher, but keep it in mind um
6:08because it's good pay and it's good
6:10work. So something that you can do in
6:12addition to teaching and uh it's really
6:15exciting when you can actually examine
6:18people's levels on a more official
6:20basis. So in this case, being a
6:22Cambridge examiner means that you'll
6:24work for Cambridge and you will examine
6:26people's levels on a more official basis
6:29and help them actually uh pass the exam.
6:34And of course, the the other example
6:36that uh where you might find yourself um
6:38being asked for students levels is when
6:41you make friends with non-native English
6:43speakers. Um whether that's your
6:45flatmate um or a newly acquired student
6:48who's now become your friend. But
6:50generally people are interested in
6:52knowing their level. So for sure they
6:54might ask you. So an oral level test is
6:57basically a quick and effective way to
6:59assess a student's level. If you only
7:02have time to assess um say one of their
7:06skills, then speaking is the one that
7:08will give you the most information. The
7:11ideal scenario of course is to test all
7:14of their skills. So reading, writing,
7:16listening, and speaking um and do them
7:18all together. But if you only have one
7:21chance, um you can do an oral level
7:23test.
7:27So oral level tests mainly focus on
7:29grammar. So how your student is speaking
7:33and using grammar. But we can also think
7:35about other topics as well that might be
7:37of interest. So the wide range of
7:39vocabulary that they have, um whether
7:42they have the ability to speak fluently
7:44or accurately. But let's take a look at
7:46what we can expect from each level when
7:49it comes to grammar.
7:52So would we expect our students to be
7:54speaking in a very complex way about
7:57politics, etc. if they were low level?
8:00No. And and I'm pretty sure you would
8:02agree me with me on that one. We need
8:04them to be able to really just
8:06communicate at a basic level. So at an
8:08A1 level, we can literally expect
8:11nothing more from them except to know
8:13some present simple tenses. So that
8:16would just be speaking in the present. I
8:19am, he is, I like, I do, um, I go, very,
8:24very simple stuff. Okay. However, when
8:27they come from the A level, A1 level to
8:30A2, they're going to be starting to
8:32learn a little bit more um, in terms of
8:34grammar. So they'll revise, always be
8:37revising the previous level of the
8:39present simple, but at an A2 level,
8:41they'll also start to learn things like
8:43the past simple, the future simple and
8:46the present continuous and the present
8:48perfect. Now, I know that you will
8:50already becoming familiar with these uh
8:52grammar points anyway because you're
8:54studying your grammar online with us
8:56now. So hopefully this will put some of
8:58these things into perspective as well.
9:01Once we start going up and they get a
9:02bit more confident and they get a bit
9:04more um information about the levels,
9:07then B1 is the next step. So they
9:11obviously be able to do everything that
9:12they can do at A2. But now they start to
9:15learn a bit more about uh more complex
9:18grammar. So, the past simple versus the
9:20present perfect, the past continuous,
9:23and things like speaking in the future
9:25using the going to expression.
9:28Once they get to B2 level, they're
9:30starting to speak more fluently.
9:33Accuracy not necessarily always there,
9:35but they can definitely form more
9:37sentences and use more grammar and
9:40express themselves in another way. So,
9:42they'll understand all of the previous
9:44sections, but now look at things like
9:46the past perfect, the future continuous,
9:49the future perfect, all those
9:51conditionals that are always a
9:52challenge. Um, and get to know maybe
9:54some more collocations and and kind of
9:57more relaxed, informal
10:00grammar and and language skills. And
10:04then once we get to C1 and C2, we're
10:06really revising all of the above, but
10:09then looking at the most complex uh
10:11grammar structures of the English
10:13language. So mixing conditionals, things
10:16like idioms and expressions and
10:17proverbs, slang, really informal text,
10:21uh informal speech as well, um and
10:24anything related to kind of expressing
10:27ideas in a more complex manner. So just
10:30looking at that as a nutshell, you can
10:33see that as they go through from a low
10:36level to a higher level, their grammar
10:38starts to improve. It starts to get more
10:40complex and they they've learned a lot
10:43more along the way. So when we're
10:46testing at these levels, we're simply
10:48testing at what level they can speak
10:51depending on the use of the grammar in
10:54in their conversations. So we would
10:56expect an A1 or A2 student to be
10:59speaking in the most simplest terms when
11:01we are listening to them. However, if
11:04they are a B2 level um or C1 level for
11:07example, we would expect to hear them
11:09speaking in a more complex way um
11:13bringing together more complex ideas and
11:15using the more the more difficult
11:17grammar structures as we can see here.
11:22So what should an all level test look
11:24like? Well, basically it will include
11:27questions that are open and encourage
11:29the student to speak. There is very
11:32little point us asking students yes or
11:35no questions or asking closed questions
11:37that require only one word. That is not
11:40going to allow us to hear them using
11:43grammar structures. So questions must be
11:46open and they must encourage speakers uh
11:49to to use their language as much as
11:52possible.
11:53The test can be between A1 and C1. Once
11:56we get to C1, C2 level, they're very
11:58similar in terms of of um questions and
12:02standards. Anyway,
12:04you will create level tests with four
12:07questions per level. So, that will give
12:09us enough information as we're testing
12:11them um about their grammar and about
12:13their ability to answer the questions.
12:16There's also bridge questions that can
12:18be used that go between each level. So
12:20these are certain questions that go with
12:22a particular grammar point that starts
12:24to change the se the the levels and
12:28we'll need a grading system for them as
12:30well. So just as a very quick example
12:32what do we mean by a grading system? We
12:34can see that in the example below. So
12:37there the student name is there. This is
12:39the level test. Um your name is the
12:42teacher. The questions will be below.
12:44And then on the other side you'll have
12:46these three grading systems. We've got a
12:49smiley face, a kind of a regular face,
12:52and then a sad face. And that will help
12:55us grade whether or not the student has
12:57been able to answer the question well.
13:00So therefore, completely fine at that
13:03level, kind of average perhaps. So yes,
13:07they understood the question. Yes, they
13:08were able to answer the question, but it
13:10wasn't great. And no, uh sad face in
13:13this case, um the question wasn't
13:15answered correctly. they weren't able to
13:17express themselves in the in the form
13:20that we would want to see at that level.
13:23Now, it's really important here to
13:24recognize that there's no right or wrong
13:26to someone's level. Um, it is not
13:29correct or incorrect to be at an A1
13:31level or at a B2 level. It is a process
13:34and students will start at a low level
13:37and make their way up the levels. So if
13:40they are unable to answer a question at
13:42C1 and we mark it with a sad face, that
13:45is no reflection on their abilities, it
13:48just means that they haven't arrived to
13:49that level yet.
13:51When you're carrying out an all level
13:53test, you will always start with the
13:55first question. And no matter how the
13:57student performs, you need to finish the
13:59test, go through all the questions and
14:01mark accordingly.
14:05So let's take a look at uh an example or
14:09level test here with the actual
14:11questions in it at each level. Now if we
14:13look at A1, what is your name? How do
14:16you spell that? Where are you from? And
14:17how old are you? Well, these are almost
14:20closed questions, aren't they? But
14:22really, they are the simplest questions
14:24that an A1 would be able to answer.
14:26Okay, so we're not going to have
14:27anything really complicated here. But
14:29when we go to A2, you can start to see
14:31that these are much more open questions
14:33where we would really like to see them
14:37using the most basic grammar structures
14:40in in answering them. So, what do you
14:42do? What do you study? Where do you
14:44work? What are you doing tomorrow? Um,
14:47what will you do tomorrow? How what have
14:50you done today? Etc. Now, what did you
14:53do yesterday is a bridge question
14:55because we go from the present simple to
14:57the past simple.
15:01Then we start to look at slightly more
15:03complex uh questions using things like
15:06the past simple and the present perfect
15:09which if you remember we said this level
15:12would be learning. So what were you
15:14doing during the pandemic? What
15:16countries have you visited in the past
15:18five years? And then we've got the going
15:20to expression. Where are you going to go
15:22this summer? And what do you think will
15:25change in Madrid in the last next 12
15:27months? This is a future simple
15:29question.
15:31Then we got another bridge question. And
15:32now we're moving this over to B2. So
15:36again, we've got a a slightly harder
15:39test here. So we've got the present
15:41perfect. What have you seen recently on
15:43TV, Netflix, or the cinema? Now, B2,
15:47we're getting a mix slightly more ideas
15:50here. Little bit of conditional. Where
15:52would you go if you could travel 50
15:54years into the future? Uh, what would
15:56you So, would you say you're a practical
15:58person? Why? Why not? So, we got some
16:01modal verbs in here. So, we couldn't
16:03possibly think about asking these
16:05questions to an A1 or A2 student. They
16:08would have no idea what we were talking
16:10about. So, you can see how the questions
16:12now become a little bit more complex.
16:15A nice British question here with the
16:17past perfect. So, what had you learned
16:19by the time you were 10 years old? A
16:22relatively complex question if you don't
16:23know um English at this level. So, we
16:26would really expect this only to be
16:29answered at a B2 kind of C1 level. And
16:33then we've got some C1 questions. Um,
16:36here we're really asking people to
16:37express themselves in in in quite a
16:40complex way, understand quite complex
16:42questions, use a variety of map
16:45structures. So, what parallels can you
16:47draw between sports such as tennis and
16:50football? It's going to take quite a bit
16:52of thinking and quite a bit of structure
16:53to their to their answer. Um, how would
16:56you improve the educational system? What
16:59in your opinion are the characteristics
17:01of a good friend? This is a good
17:03question because it requires opinions
17:05and opinions require more uh thoughts in
17:07terms of the grammar structure and ideas
17:09that they are um expressing
17:12etc. Okay. So you can see how the
17:15questions become more complex um almost
17:19deeper um we're asking for opinions not
17:22we're just not asking for facts. Um, so
17:25when you're putting the oral level test
17:27together, you are putting this together
17:29in a way that goes from easy uh to more
17:32difficult questions.
17:37So, one of the things that you should
17:39always refer to and become really
17:41familiar with as a teacher is the common
17:43European framework for reference, the
17:45CFR levels, uh, as we refer to them. And
17:49this is basically going to give you an
17:51idea of what you can expect somebody to
17:53be able to do positively at each level.
17:57Okay. Um there's a lot of information on
18:00the internet about it. Just Google CFR
18:04levels um and you'll have a whole range
18:07of stuff come up. But I'm going to give
18:08you a couple of examples here um of what
18:10you can see. We've referenced some
18:14information from the European University
18:16Institute here. And it was a very nice
18:18simple document um just showing the
18:21global scale for these uh levels and
18:24I've chosen two to show you. So A2 and
18:27B2. So for an A2 level they can
18:30understand sentences and frequently used
18:33expressions related to the most
18:35immediate uh relevance things like
18:38personal stuff, family, shopping,
18:41employment. They'll be able to
18:43communicate simple routine tasks. Okay.
18:47Direct exchange of information on those
18:49kind of familiar matters. They can
18:51describe in simple terms things like
18:54their own um environment um and matters
18:57that are are of immediate need to them.
19:00So even just reading that out and
19:02speaking about it, you can see how basic
19:04that is and what we can expect this
19:06native student to be able to do. Or when
19:09we get to B2 level, we can expect them
19:11to kind of talk more and understand more
19:15complex ideas which is talks about here.
19:18So complex text, concrete abstract
19:21ideas, maybe have a discussion about
19:24technical things in their field of work.
19:28They'll be able to interact with a
19:29degree of fluency and spontaneity.
19:32They'll be able to interact well with
19:34native speakers without it being too
19:36difficult. Um, and they'll be able to
19:38talk about a range of subjects um, and
19:40explain viewpoints, etc. on on topical
19:43issues, advantages, disadvantages, etc.
19:47So, I think that that gives you a nice
19:49snapshot as well of what you can expect
19:51uh, your students to be able to do. So,
19:54as you're doing the oral level test and
19:56you're asking those questions that get
19:58increasingly more complex, you'll be
20:00able to hear whether they are able to
20:03use uh the language in a more complex
20:05way or not. The more basic the uh way
20:09that they are speaking, the more basic
20:11information they're talking about, the
20:13lower level they're going to be around
20:15the a anywhere from A1, a anywhere from
20:18A1 to B1. um or they can actually do
20:22that in a more complex way which would
20:24be anywhere around B2C1 for example.
20:30So as I mentioned earlier on this oral
20:33level testing uh forms part of an
20:36assignment that you're going to be doing
20:37when you're here on the twoe intensive.
20:39So just to give you an idea you're going
20:41to be actually designing your own oral
20:44level test. Um, you're going to use the
20:47template that we've just gone through
20:49here for you to come up with your own
20:51grading system, your own questions.
20:54You'll log your students name, dates,
20:56etc. And you'll actually carry out that
20:59level test with a real student of
21:01English as a foreign language. We'll
21:03provide that student for you. So, don't
21:05worry about that. Um, as I said, you
21:08don't need to do anything now. Um but
21:10you will be able to refer back to this
21:11information at any time um before or
21:14during the twoeek intensive course.
21:18So don't worry about the task. There's
21:20no task to do. But please do move on now
21:22to the next section and next video um so
21:26that you have a bit more information as
21:28all of this will be relevant to your
21:30assignment three.
21:32Thank you.

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