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PORTFOLIO OF ASSSESSMENT MATERIALS FOR ENGLISH LANGUAGE LEARNERS
Portfolio of Assessment Materials
for
English Language Learners
Yuki Hosoda
Southern Illinois University
Department of Linguistics
Fall 2017
PORTFOLIO OF ASSESSMENT MATORIALS FOR ENGLISH LANGUAGE LERNER 2
Table of Contents
Preface ...3
Part One: Individually Developed Materials......6
1. Grammar Quiz ....6
2. Listening Quiz 9
3. Reading Cloze Test ..13
4. Writing Check List 15
Part Two: Team Developed Materials .......16
5. Task ......16
6. Speaking Rubric (Give the exact name) ...........17
7. Teacher Assessment Form ....18
8. Peer/Self Assessment Form .....19
Bibliography...............20
Appendix 21
Preface
The assessment materials included in this portfolio were created as part of the
requirements for the 472 Second Language Assessment Class in the Department of Linguistics at
Southern Illinois University. The materials are organized in two parts. The materials in Part One
were developed individually, whereas the materials in Part Two were designed by a team of 3
students. All of the assessment materials were designed in adherence to the principles of validity,
reliability, authenticity, and washback. (Brown & Abeywickrama, 2010)
Part One first includes a grammar quiz that employs a multiple choice format. The
grammar quiz assesses learners receptive knowledge of four grammatical tenses, including past
progressive, present perfect, present perfect progressive, and past perfect. It observes content
validity by targeting grammatical structures that were taught and practiced in class. Reliability
was ascertained through creating good multiple choice items with clearly stated and appropriate
stems, free or errors and tell-tale signs. The options were created with great care in order to avoid
more than one correct answers. The quiz was revised in view of the instructors feedback.
The second component in Part One is the listening quiz. It was created with a script of a
short college lecture, including cloze and multiple choice questions, both of which assess
learners listening competence. Content validity is adhered through main idea and purpose
questions. The context of the listening script was developed ascertaining authenticity. The
principle of reliability also underlies the quiz through cloze with missing words that are key
ideas as well as multiple choice items that were created in avoidance of ambiguity. Appropriate
words for omission from the script were discussed in a group in class. The quiz was revised in
view of the instructors feedback.

Third, the reading cloze test included here uses the fixed ratio deletion method (for every
7th word), and the acceptable-answer scoring system. In other words, any grammatically and
semantically acceptable word is a correct answer. In the context of designing this specific
assessment, inter-rater reliability was carefully implemented by discussing acceptable answers
with the entire class before including them in the revised Answer Key. For the sake of
reliability, answer keys are provided for each one of the assessment tools listed so far. They set
the expectations, which should limit intra-rater and inter-rater variations in scoring. The text was
revised in view of the instructors feedback.
The last tool in Part One is a student self-check list for writing. Its main purpose is to
raise learners awareness of the criteria used in assessing their written assignments. This tool also
aims at making learners self-critical of their own writing. The list is the original draft, hence
subject to be improved by the instructor.
Part Two of this portfolio consists of a set of assessment tools for the construct of
speaking. More specifically, the present materials were developed in order to assess learners
performance on picture description tasks as oral presentation, including analytic rubric, teacher
feedback form, and self-assessment form.
The three materials show consistency in terms of the macroskills and microskills they
assess, and the criteria they establish. The rubric was carefully designed in order to determine the
level of leaners performance in specific aspects of the given speaking task, such as task, fluency
and coherence, vocabulary, grammar, and pronunciation.
The teacher feedback form is aligned with the rubric, but simplified in order to be
accessible to the learner it will be handed to. It contains an easy system for calculating individual
scores and level assignment as well as narrative comment sections where the teacher can put
feedback.
The self-evaluation form is also based on the rubric, and uses the same criteria. It is
highly simplified in order to be easily understood as well as easily filled out by the students. Its
goal is to raise learners awareness of both their strengths and what they need to improve.
Overall, this set of three assessment materials was designed to be used jointly, and may
be applicable to a wide variety of picture description tasks.

Individually Developed Materials
Grammar Quiz
Name:_____________________________
Class:_____________________________ Date:____________________
Choose the tense form that is the most appropriate in the given context.
1) I couldnt hear you because a dog _______________ when you said something.
a) has been barking
b) has barked
c) was barking
d) had barked
2) All of my friends _______________. So I need to find new buddies.

a) have graduated
b) have been graduating
c) had graduated
d) were graduating
3) The economy _________________ a substantial growth for the past six months. I hope it
continues this way.
a) was experiencing
b) has been experiencing
c) had experienced
d) has experienced
4) CNN __________________ Andrews election victory before it was confirmed.

a) had reported
b) has reported
c) was reporting
d) has been reporting
5) While I __________________ last night, somebody slipped a present in my Christmas

stocking.
a) was sleeping
b) have been sleeping
c) have slept
d) had slept
6) Cindy and Ken __________________ a happy life together. They are the most ideal
couple.
a) had built
b) were building
c) have built
d) have been building
7) I went to a temple in Nara to feed deer with crackers. But they didnt eat them because
people __________________ them already.
a) have fed
b) had fed
c) were feeding
d) have been feeding
8) The population of Japan __________________ for decades and the situation tends to get
worse from year to year.
a) had shrunk
b) has shrunk
c) was shrinking
d) has been shrinking
9) Mark apparently __________________ when I called him yesterday. He didnt answer the
phone.
a) has shopped
b) was shopping
c) had shopped
d) has been shopping
10) My parents __________________ with each other all night. I think I should intervene
before the neighbors call the police.
a) had argued
b) were arguing
c) have been arguing
d) have argued
11) I stopped drinking alcohol as the doctor __________________ to me.

a) had advocated
b) was advocating
c) has been advocating
d) has advocated
12) My sister __________________ English for two years. But she teaches Spanish now.
a) has been teaching
b) was teaching
c) had taught
d) has taught
Answer Key
1 c
2 a
3 b
4 a
5 a
6 c
7 b
8 d
9 b
10 c
11 a
12 d
Listening Quiz
Student Name: _______________________ Score:___________/15
Directions: You will hear a short lecture in a college writing class. There are two parts in the
quiz. In Part One, you will fill in the missing details in the lecture outline below. In Part Two,
you will answer multiple questions about the main idea and purpose of the lecture.
Part One: Fill in the missing details.
Definition of a good paragraph
(Start here) Group of sentences about 1_____

main idea.
It has a 2_______ and 3_______.
Topic sentence
4
Gives the ________idea of a paragraph.
Occurs as the 5__________ or last
sentence.
Paragraph Might be restated in a 6__________way
at the end.
Xxxxxxxxxxxxxxxxxxxx.
xxx. Ooooooooooooooooo.
ooooooooooooo. Ooooooo Supporting sentences
ooooooooooooooooo. Oooo 7
Provide ___________, explanations,
ooooooooooooo. Ooooooo facts or arguments.
oooooooooo. Zzzzzzzzzz
Support the 8__________ idea of a
zzzzzzzzzzzzzzzzzzzzzz
zzzzzzz. paragraph.
. Help the reader to 9___________ the
topic and focus.
Concluding sentence
Usually the 10________ sentence in a
paragraph.
Often 11________ to the topic sentence.
Should use different 12_________.
Not 13________ paragraphs end with it.
Part Two: Main idea questions

Directions: Circle the correct answer.
Main Idea
1) Which of the given statements most completely summarizes Professor Browns definition
of a good paragraph?
a) It starts with a topic sentence.
b) It has both a topic and focus.
c) It introduces the main topic.
d) It ends with a concluding sentence.
Purpose
2) Which of the given statements best corresponds to the main purpose of Professor Browns
lecture?
a) To illustrate the connection of paragraphs.
b) To give an example of a paragraph.
c) To clarify the topic and focus of a paragraph.
d) To explain the structure of a paragraph.
Answer Key
Part One Part Two
1) b
1 one
2 topic 2) d
3 focus
4 main
5 first
6 different
7 examples
8 main
9 understand
10 last
11 similar
13 words
13 all
LISTENING SCRIPT
Professor Brown: In Unit 2, you learned that a paragraph is a group of sentences about one
main idea. This means that each paragraph has a topic -- what you are writing about, and a focus
-- what you want to say about that topic. In a good paragraph all of the sentences will be
connected to the topic and focus.
Student 1: Professor Brown, could you explain the structure of simple paragraphs?
Professor Brown: OK, you want to know what a good simple paragraph looks like. Well, most
simple paragraphs will include a topic sentence, several supporting sentences and, sometimes, a
concluding sentence. A topic sentence gives the main idea of a paragraph. It usually occurs as
the first or last sentence of the paragraph. Some paragraphs will not have a topic sentence if the
main point is obvious. Others might place the topic sentence slightly differently. Occasionally,
the topic sentence might begin the paragraph but be restated in a different way at the end. That
is to say, most writers put the topic sentence of a paragraph at the beginning or the end or both.
The supporting sentences provide examples, explanations, facts or arguments that support the
main idea of a paragraph. Their purpose is to help the reader to understand the topic and focus
of the paragraph.
The concluding sentence is usually the last sentence in the paragraph. It is often similar to the
topic sentence and reminds the reader of the topic and focus of the paragraph, but it should use
different words, if possible.
Student 2: Should we always have a concluding sentence in each paragraph?
Professor Brown: A very good question! Having a concluding sentence in each paragraph
sounds rather too much, doesnt it? Let me just say that not all paragraphs end with a concluding
sentence. Sometimes, the last sentence of a paragraph introduces the main topic of the next
paragraph, so in such cases a concluding sentence will be irrelevant. We will now look at some
examples. Let us start with topic sentences first.
Cloze Test
Student _______________________________ Date_______________________________
Directions: In this test, you will read the following passage and fill in blanks with appropriate
and grammatically correct words in given contexts. Each blank is equal to one word.
A Global Village Needs a Global Language

English has become the global language of the present day globalized world. With over a
quarter of the 1__________ speaking the language, the English language 2__________ essential
to communication among people of 3__________ cultures and countries. In fact, statistics
4
__________ that non-native speakers of English far 5__________ English native speakers. If
you speak 6__________, it is easy to get assistance 7__________ help in any part of world.
8
__________ can test it by online travel. 9__________ travel booking site is available in
10
__________.
English is also the dominant language 11__________ international business and trade. It has
12
__________ almost a necessity for people to 13__________ English if they are to enter
14
__________ global workforce. Research from all over 15__________ world shows that cross-
border business communication 16__________ most often conducted in English. One
17
__________ the prerequisites for getting a job 18__________ a big company is to be
19
__________ in English.
English is essential to 20__________ field of education. Because it is 21__________ dominant

language in the sciences, most 22__________ the research and studies in any 23__________
scientific field are written in English. 24__________ the university level, students in many
25
__________ study almost all their subjects in 26__________ in order to prepare for the
27
__________ work force.
On the Internet, the 28__________ of websites are written and created 29__________ English. It
is the primary language 30__________ the press: more newspapers and books 31__________
written in English than in any 32__________ language. No matter where in the 33__________
you are, you will find some 34__________ these books and newspapers available. Because
35
__________ is so dominant in international communication, 36__________ will have accesses
to information about 37__________ subject if you can speak English.
38
__________ is generally accepted that English isnt 39__________ most difficult language to
learn. One 40__________ pick up conversational English by watching movies, listening to
popular songs, using English language apps, to name just a few of the numerous resources. For
all of these reasons, English is likely to remain the worlds number one language during our
lifetimes.
Score________________/40 % correct________________
Answer Key
Blank # Exact Word Acceptable Words
1 world globe, planet, Earth, people, population, populace
2 is NA
3 different various, diverse, many numerous
4 show reveal, indicate, demonstrate, confirm, prove
5 outnumber exceed
6 English NA
7 and or
8 You One, Anyone, Anybody, We
9 Any Every
10 English NA
11 of in
12 become NA
13 speak master, learn, study, know, acquire
14 a the
15 the NA
16 is NA
17 of NA
18 in at, with
19 proficient fluent, articulate, competent, skilled, experienced, well-
versed (only hyphenated)
20 of NA
21 the NA
22 of NA
23 given specific, known, established, repute, recognized, particular,
well-known (only hyphenated)
24 At NA
25 countries places, fields, colleges, majors, disciplines, areas
26 English NA
27 global international, worldwide, modern, contemporary,
demanding, competitive, multinational
28 majority bulk
29 in using
30 of NA
31 are NA
32 other alternative
33 world NA
34 of NA
35 it English
36 you NA
37 any every
38 It NA
39 the NA
40 can may, does, might, could, will
Writing Check List

Students name_________________________________________________________
Assignment title________________________________________________________
Directions: Answer the following questions honestly in the self-check list below based on your
opinion about your own writing.
100 80 60 40 20 0
Aspects of Your Writing
% % % % % %
1) Overall Organization of Writing
Introduction 1. I included a clear and relevant introduction paragraph.
2. I included all my points in body paragraphs with clear
Body
statements.
3. I summarized my points in a conclusion paragraph
Conclusion
clearly.
2) Logical Connection of Ideas in Paragraphs
Topic sentence 4. I included a topic sentence in each paragraph.
Supporting 5. I included sentences to support the main idea in each
sentences paragraph.
Concluding 6. I included a sentence to conclude ideas in each
sentences paragraph.
3) Content
Relevancy 7. My statements were related to the topic.
Development 8. I included several ideas that are appropriate.
4) Vocabulary
Variety 9. I used a variety of words to describe my points.
Correct use 10. I used words correctly.
Spelling 11. I spelled words correctly.
5) Grammar
Variety 12. I used a variety of grammatical structures.
Accuracy 13. I made no or very few grammatical errors.
6) Formatting
Title/subtitles 14. I included the title and subtitles appropriately.
Spacing 15. I spaced my writing appropriately..
Font 16. I used an appropriate font.
1) Which aspects of my writing do I need to improve? Refer to the ones below 60%.
______________________________________________________________________________
________________________________________________________________________
___________________________________________________________________________
2) What grade can I expect on this assignment? Why?
___________________
Team Developed Materials

Team One
Picture Description Monologue
Sample Task
Directions: Examine the picture that you are given and prepare a logically organized description
as you consider the requirements given below.
1) Content: Provide a full description of the picture by addressing the questions:
o What, Who, Where, When (e.g. season, time of day ), What is happening?
2) Grammar Requirement: Use appropriate verb tenses to describe the picture. The two
tenses that are most commonly used in describing pictures or photos are:
o The Simple Present (What, who is in the picture?)
o The Present Progressive (What is happening?)
3) Vocabulary Requirement
a) Use a range of nouns, adjectives, and verbs which appropriately describe the picture.
For example, rather than just saying: This is the picture of a street, you can use adjectives, such as busy,
narrow, cobbled, pedestrian, etc. to provide more precise description of the street.
b) Use correct prepositional phrases to show the location of certain objects or people in
the picture (e.g. in the right/left corner, in front, behind, etc.)
4) Delivery
o Present your description in a logical order.
o Fully describe the picture.
o Speak clearly and fluently with an appropriate volume.
o Use appropriate words and location phrases
o Use appropriate tense forms.
Rubric for Assessing Speaking on a Picture Description Task
Fluency and Grammatical Range and Pronunciation,

Task Lexical Resource
Coherence Accuracy Intonation, and Diction
Uses a full range of appropriate Uses a full range of appropriate and
All of the questions are All ideas are coherent and and relevant to the picture words relevant to the picture grammatical Pronunciation is clear and
addressed. clear. and phrases. intelligible with none or very few
Excellent structures.
The description of the Speech is very fluent and None to very few lexical errors minor lapses which do not affect
None to very few grammatical
(5) picture is completely clear with no or very few which do not affect intelligibility.
errors which do not affect
relevant and accurate. minor hesitations or self- intelligibility. Intonation and stress patterns are
intelligibility.
corrections. completely appropriate.
Most of the questions are Uses nearly a full range of Uses nearly a full range of Pronunciation is mostly clear and
Most of the ideas are coherent appropriate and relevant to the
addressed with a few minor appropriate and relevant to the intelligible with a few lapses
and clear with few minor
omissions. picture words and phrases with a picture grammatical structures with which do not affect
Good lapses.
The description of the picture few minor omissions. a few minor omissions. intelligibility.
Speech is mostly fluent and
(4) is mostly relevant and A few minor lexical errors A few minor grammatical errors Intonation and stress patterns are
clear with few hesitations or
accurate with a few non- which do not affect which rarely affect intelligibility. mostly appropriate with a few
self-corrections.
related ideas. intelligibility. lapses.
Some of the questions Uses an adequate range of Uses an adequate range of Pronunciation is somewhat clear
are addressed and the Some of the ideas are coherent appropriate and relevant to the appropriate and relevant to the and intelligible, but there are
and clear; the rest lack
rest are not covered. picture words and phrases with picture grammatical structures with some minor and major lapses
coherence and clarity.
Acceptable The description of the some minor and a few major some minor and a few major which slightly affect
Speech is fluent and clear to
(needs picture is somewhat omissions. omissions. intelligibility.
some extent with several
improvement) relevant and accurate Some minor and major lexical Some minor and major Intonation and stress patterns are
minor and major
(3) with some non-relevant errors which slightly affect grammatical errors which may somewhat appropriate with some
hesitations or self-
ideas. intelligibility. affect intelligibility. lapses which slightly affect
corrections.
intelligibility.
Few of the questions are Uses a narrow range of Uses a narrow range of appropriate Pronunciation is seldom clear
addressed and the rest are Few of the ideas are coherent appropriate and relevant to the and relevant to the picture and intelligible with several
and clear; the rest lack
not covered. picture words and phrases with grammatical structures with several minor and major lapses which
coherence and clarity.
Needs serious Only a few statements are several minor and major minor and major omissions. often affect intelligibilty.
Speech lacks fluency and
improvement accurate and relevant to the omissions. Several minor and major Intonation and stress patterns are
clarity for the most part with
(2) description. Several minor and major lexical grammatical errors which somewhat rarely appropriate with several
many major and minor
errors which somewhat affect affect intelligibility. minor and major lapses which
hesitations or self-corrections.
intelligibility. often affect intelligibility.
Very few to none of the Very few to none of the Fails to use an appropriate Fails to use an appropriate range
questions are addressed or ideas are coherent and range of words and phrases of grammatical structures relevant Pronunciation lacks clarity and
there is not sufficient clear or there is not relevant to the picture or there to the picture or there is not intelligibility for the most part or
content to assess them. sufficient content to assess is not sufficient output to sufficient output to assess. there is not sufficient output to
them. assess. assess.
Unacceptable Very few to none of the Many minor and major
statements are relevant or Speech lacks fluency and Many minor and major lexical grammatical errors which Intonation and stress patterns
(1) lack appropriateness and
there is not sufficient clarity due to numerous errors which seriously affect seriously affect intelligibility or
content to assess. hesitations or self-correction intelligibility or there is not there is not sufficient content to intelligibility for the most part
or there is not sufficient sufficient content to assess assess them. or there is not sufficient output
output to assess. them. to assess.
TEACHER FEEDBACK FORM
Student: _________________ Task: ______________________ Date: ______________

2 = Needs serious 3 = Acceptable, but
1 = Unacceptable 4 = Good 5 = Excellent
improvement needs improvement
Evaluation Statements Ratings Comments
Understood and completed all of the ________________________

1. 1 1 2 3 4 5
requirements of the task. ________________________
Task
Described the picture in a relevant and accurate ________________________

2. 1 2 3 4 5
manner. ________________________
________________________
3. Presented the ideas in a well-connected manner. 1 2 3 4 5
Fluency
________________________
________________________
Spoke fluently with very few hesitations or self-
4. 1 2 3 4 5
corrections. ________________________
Used appropriate and relevant vocabulary to ________________________

Vocabulary
5. 1 2 3 4 5
describe the picture. ________________________
Use
________________________
6. Made few to no lexical errors. 1 2 3 4 5 ________________________
Used appropriate and relevant grammatical ________________________

7. 1 2 3 4 5
Grammar
structures to describe the picture. ________________________

Use
________________________
8. Made few to no grammatical errors. 1 2 3 4 5 ________________________
Pronunciatio
Spoke with clear and easy-to-understand ________________________

Intonation
9. 1 2 3 4 5
pronunciation.
n and
________________________
________________________
10. Spoke with appropriate intonation and stress. 1 2 3 4 5 ________________________
Total Score Task Fluency Vocabulary Grammar Pronunciation

_____________ _____________ _____________ _____________ _____________ __________
Level Based on Total Mean Score (Divide Total Score by 10)
___Excellent ___Good ____Acceptable ___Needs improvement ___ Unacceptable

(4.3 5) (3.5 - 4.2) (2.7 - 3.4) (1.7 - 2.6) (1.6 and below)
Comments
Strengths: Things to improve:
___________________________________________________ ___________________________________________________
___________________________________________________ ___________________________________________________
___________________________________________________ ___________________________________________________
___________________________________________________ ___________________________________________________
Self-Assessment Form
Speaking Task: Picture Description Date ____________________
Student: ___________________________________________________________
Evaluate the following aspects of your performance. The percentages are
approximate.
Areas of
Performance Criteria 100% 80% 60% 40% 20% 0%
1. I understood and completed all of the
requirements of the task.
1. Task
2. My description
I covered wasquestions.
all content relevant to the picture.
3. My presentation was well-organized and
2. Fluency
connected.
and
4. I spoke clearly and had only a few pauses or
Unity
self-corrections.
5. I used a variety of appropriate words to
3. Word describe the picture.
Use 6. I made no or very few errors in the use of
vocabulary.
7. I used appropriate grammatical structures to
4. Grammar describe the picture.
Use
8. I made no or very few grammatical errors.
9. My pronunciation was clear and easy to

5. Pronunciation
understand.
and
Intonation 10. My intonation and stress were appropriate.
1. Based on my answers above, which are my strengths?
2. Based on my answers above, which aspects of my speaking do I need to improve?
3. What specific things can I do on my own to improve?

Bibliography
Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and

classroom practices. White Plains, NY: Pearson Education.
Appendix: Homework #1
Part 1: General Background

The Test of English as a Foreign Language (TOEFL) is administered by the Educational
Testing Service (ETS) in the United States. The latest version is delivered online and is
known as TOEFL iBT. The purpose of the test is to measure the ability of test-takers in using
and understanding English at the university level. It is also to evaluate their four skills,
listening, reading, speaking, and writing, for the performance of academic tasks. The test is
aimed at those who are students planning to study at higher education, scholarship and
certificate candidates, English learners tracking their progress, and students and workers
applying for visas.
The TOEFL iBT includes four sections as shown in Table 1 below. Each section covers one
sub-construct of L2 proficiency, including reading, listening, writing, and speaking.
Specifically, in the reading section, test-takers are given 3 to 4 reading passages and their
reading comprehension is checked through 35-56 multiple choice items related to the
passages with the time limit of 60 to 80 minutes. A maximum score of 30 points will be
awarded for this section. The listening section consists of 6 to 9 passages with 34 to 51
multiple choice items based on the passages. Test takers are given up to 60 to 90 minutes to
compete all tasks, resulting in 30 points as maximum in this section. In the writing section,
there are 2 essays required to write based on a written and listening passage as well as own
opinion. Up to 20 minutes on the integrated task and 30 minutes on the independent task are
allotted, totaling 50 minutes for this section with the maximum score of 30 points. The
speaking section comprises 6 tasks, 2 independent and 4 integrated, based on familiar topics
and reading and listening passages. 20 minutes are given to complete all tasks and 30 points
are awarded in total. Overall, the test itself includes at least 17 tasks, takes approximately 4
hours to complete all sections, and is determined with the maximum of 120 points as a total
score.
Table 1: Analysis of the sub-constructs (skills) tested by TOEFL

Number of Types and Time allotted to Maximum score
passages/tasks number of items each section awarded to each
include in each section
section
Reading 3-4 passages on 36-56 multiple 60-80 minutes 30 points
academic topics choice questions
Listening 6-9 passages on 34-51 multiple 60-90 minutes 30 points
lectures, classroom choice questions
discussions, and
conversations
Writing 2 essays, based on 2 Tasks 50 minutes 30 points
reading/listening -Integrated (20 min)
tasks -Independent (30 min)
Speaking 6 tasks. Opinion 6 Tasks 20 minutes 30 points
on familiar topic, -2 independent
based on -4 integrated
reading/listening
tasks
240 minutes
Total 17-21 tasks N/A 120 points
(4 hours)
The International English Language Testing System (IELTS) is administered by the British
Council, IDP Education, and Cambridge English Language Assessment in the United
Kingdom. IELTS is available in two versions known as Academic and General Training.
In this section, only Academic version is considered. The purpose of the test is to measure
the language proficiency of people who wish to study abroad or work in countries where
English is primarily used for communication. The target test takers of IELTS Academic is
those who apply for higher education or professional registration. In addition to the
measurement of proficiency, it uses 9-band scale, where 9 is the highest, to determine the
level of test takers.
IELTS Academic includes four sections as shown in Table 2 below.
Table 2: Analysis of the sub-constructs (skills) tested by IELTS

Number of Types and Time allotted to Maximum score
passages/tasks number of items each section awarded to each
include in each section
section
Reading 3 passages on 40 questions of 60 minutes 40 marks
topics of general many types (To be converted
interest into 9 band scale)
Listening 4 sections based 40 questions of 30 minutes 40 marks
on everyday and many types (+10 min (To be converted
academic contexts. transfer) into 9 band scale)
Writing 2 tasks to describe 2 tasks 60 minutes N/A
visual information -Integrated (150 (20 min) (To be assessed
and opinion words) (40 min) into 9 band scale)
-Independent
(250 words)
Speaking 1 oral interview on 3 tasks 11-14 minutes N/A
general, particular, -Introduction (4-5 min) (To be assessed
and issue-related -Long turn (3-4 min) into 9 band scale)
topics -Discussion (4-5 min)
165 minutes
Total 12 tasks N/A (2 hours 45 (Band 9)
minutes)
Each section addresses one sub-construct of L2 proficiency as TOEFL does. Particularly, in

the reading section, test takers are given 3 reading passages and their comprehension is
assessed through 40 questions in various task types, such as multiple choice, identifying
information, matching tasks, completion tasks, and short-answer questions. Test takers have
60 minutes to complete all tasks and are awarded at most 40 marks, which are converted into
the 9-band scale. The listening section is divided into 4 sections with 10 questions each. The
first two sections come with a conversation and monologue based on everyday social
contexts while the last two sections feature academic contexts, given the same types of
listening tasks. 30 minutes and 10 minutes of transfer time are given in this section and the
total of 40 marks are awarded. This score is also translated into the 9-band scale. In the
writing section, there are 2 tasks in which test takers are asked to describe visual components,
such as graph, table, chart, and diagram with the minimum of 150 words, as well as to cast
opinions toward the given topic involving argument or problem with at least 250 words. The
total of 60 minutes is allotted: 20 minutes on Task 1 and 40 minutes on Task 2. The score is
given based on the assessment done by certified IELTS examiners on test takers written
responses on the 9-band scale. In the speaking section, test takers are asked questions in an
oral interview format, which contains 3 parts. Part 1 asks for self-introduction and general
questions on familiar topics. In Part 2, test takers are asked to talk about a particular topic
along with 1 or 2 questions from examiners. Part 3 is a discussion of issues over the topic
covered in Part 2. This section takes approximately 11 to 14 minutes and the score is
determined on the 9-band scale, based on their overall speaking performance. All in all,
IELTS Academic includes 10 tasks, takes about 2 hours and 45 minutes, and is determined as
9 levels of proficiency.
Although it may not be completely accurate, the conversion of the total scores between
TOEFL and IELTS is possible, according to ETS research. The TOEFL score (T) above 117
equals 9 in IELTS band (I). T115-117 equals I8.5. T110-114 equals I8. T102-119 equals
I7.5. T94-101 equals I7. T79-93 equals I6.5. T60-78 equals I6. T46-59 equals I5.5. T35-
45 equals I5. T32-34 equals I4.5. T0-31 equals I0-4. The conversion of scores on each sub-
construct section is also available on ETS website.
Part 2: Evaluation of the Validity and Authenticity of TOEFL and IELTS

The validity and authenticity of the two tests were evaluated in terms of their relevance to
academic contexts, focusing on the range an meaningfulness of the tasks and items that are
used. For this purpose, each sub-construct received a validity and authenticity rating on a
scale of 0 to 5, where 0 equals no validity and authenticity and 5 equals high validity and
authenticity. These ratings are summarized in Figures 1 and 2 and they will be referred to in
the analysis that follows.
Validity
As for the validity of the reading sections of TOEFL and IELTS, I assigned a score of 4 to
that of TOEFL and a score of 4.5 to that of IELTS out of 5 (See Figure 1). My scoring is
based on the following observations. First, both tests adequately cover the permanent aspects
of academic reading with relevant passages. However, TOEFL often has a tendency of
cultural components of which not all test takers have background, hence I gave a lower score
on TOEFL than IELTS. Second, both tests cover a sufficient range of reading skills with a
variety of questions. I believe, with the coherent tasks, reading skills of test takers, such as
scanning, skimming, vocabulary, and comprehension, can all be properly assessed. I
subtracted 0.5 point from each test due to its multiple-choice answers. Regarding the
listening sections, I assigned 4 to TOEFL and 4.5 to IELTS. This is because the contents of
both tests seem relevant in terms of the speed of speech and vocabulary used in real academic
contexts. I, nonetheless, consider TOEFL is less valid than IELTS because questions are
given after listening to the entire passage while on IELTS test takers can have them
beforehand. Note-taking and memorization skills are not part of language skills. In addition
to listening, I subtracted 0.5 from each test for the lack of variety in accent or dialect of
English, which in my opinion is an essential listening construct. Otherwise, both tests have a
sufficient range of academic listening. For the writing sections, I assigned 2.5 to TOEFL
and 3.5 to IELTS based on the following reasons. First, speaking of permanent aspects,
topics of both integrated and independent tasks on both tests often tend to be too specific for
some test takers to elicit background. I gave IELTS a slightly higher score than TOEFL
because the integrated task seems simple and test takers must use their productive knowledge
in writing while that of TOEFL has too much input with listening and reading a long passage
to report. Second, neither tasks on both TOELF and ILETS necessarily elicit grammar
knowledge, therefore resulting in my point subtraction. Besides all this, I believe it is not fair
for those who are technologically challenged to type answers on TOEFL. Finally, in the
speaking sections, I assigned 3.5 on TOEFL and 4.5 on IELTS. On TOEFL, test takers are
punctuated by the computer guidance, leading to high affect and hindrance of innate
production of speech, such as vocabulary and grammar, whereas examiners can elicit test
takers knowledge in a communicative manner on IELTS. Likewise, the integrated tasks on
TOELF contain a massive portion of listening and writing; that is, if the passages are not
fully understood, it becomes hard to assess the accurate speaking skills of test takers. I, thus,
gave a lower score on TOEFL than IELTS. I also subtracted 0.5 point from each because
some questions on both tests requires common background, such as ones related to TV and
radio in one of the IELTS sample tasks.
TOEFL IELTS
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
reading listening writing speaking total
TOEFL 4 4 2.5 3.5 3.5
IELTS 4.5 4.5 3.5 4.5 4.25
Figure 1: Comparison of TOEFL and IELTS on validity
Authenticity
Regarding the authenticity of the reading sections of TOEFL and IELTS, I assigned a score
of 4 to TOEFL and a score of 4.5 to ILETS (See Figure 2). Reading passages on both tests,
in terms of difficulty, vocabulary use, and content, are related to real-life tasks in university,
although the ones in TOEFL depend only on academic tasks with random multiple choice
questions that are confusing, from which I subtracted 0.5 point. In the meantime, IELTS
include tasks on both academic and everyday situations. Another reason for my point
subtraction is time allotted for tasks. This limitation of time is rarely authentic in real life
situation for any tasks. In the listening sections, I assigned 3.5 to TOEFL and 4.5 to IELTS.
On TOEFL listening tasks, 6 to 9 irrelevant passages are given to answer within 60 to 90
minutes. Although each passage, especially lecture, is similar to that in real university class,
I consider this complexity of completely different topics where students must do a lot of
topic-switching with endured attention in one class is hardly possible. Meanwhile, the
listening section in IELTS is very authentic in the sense of academic context, except that
more time could be allotted on lengthier passages. Overall, the listening in TOEFL seems
more problematic than IELTS. For the writing sections, I assigned 4 to both tests. Writing
topics are relevant to real-life contexts. However, the most significant problem in the writing
sections of both tests is the time constraint, regardless of if its typed or hand-written. The
more time writers spend, the better the quality of writing becomes, hence I subtracted 1 point
from each. Lastly, the speaking sections on TOEFL and IELTS show difference from each
other. I assigned 3.5 to TOEFL and 4.5 to ILETS. First and foremost, on TOEFL speaking
tasks, speaking into computer affects the tone and confidence of the speaker different from
communication between people as IELTS does. Moreover, the integrated tasks on TOEFL
ask questions to check the understanding of test takers on given passages, which not many
instructors ask students for clarification right away in real university classes. I, therefore,
believe the speaking section on IELTS imitates task performances in academic context more
closely than speaking tasks on TOEFL do.
TOEFL IELTS
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
reading listening writing speaking total
TOEFL 4 3.5 4 3.5 3.75
IELTS 4 4.5 4 4.5 4.25
Figure 2: Comparison of TOEFL and IELTS on authenticity
Part 3: Summary
In my analysis, IELTS seems to implement the theoretical principles of validity more
effectively than TOEFL. TOEFL relies on multiple-choice answers throughout the reading
and listening sections, while IELTS uses more varied questions types. Thus, IELTS has
higher construct validity, measuring the proficiency and sub-constructs well in comparison to
TOEFL. Likewise, TOEFL has relatively low content validity because it covers relevant, but
very specific topics while topics covered on IELTS vary from general to specific. Another
factor to consider is the conversion of the scores between the two tests. Among high scores,
a very few mistakes on TOEFL can easily lower the level in IELTS band. On the other hand,
IELTS also is superior to TOEFL in terms of its authenticity. Both tests include general and
academic components that are related to real-life contexts in higher education. The reading
and speaking sections in TOEFL, however, do not use as much authentic tasks as IELTS.
Overall, IELTS based on theoretical norms on validity and authenticity has more
effectiveness than TOEFL.
Considering all data I collected with respect to TOEFL and IELTS, I believe that IELTS
likely has better face validity than TOEFL. IELTS has more productive tasks and less
receptive tasks than TOEFL. Especially, reading tasks that contain a lot of difficult
terminology within time limit on TOEFL should tend to be disfavored by test takers. Those
particular Information used in such tasks are usually not useful in future contexts. Likewise,
the speedy response required in the intense speaking section affects their confidence. Hence
the perception of TOEFL should be more negative than IELTS.
References
Compare TOEFL scores. (n.d.). Educational Testing Service. Retrieved from
https://www.ets.org/toefl/institutions/scores/compare/
Sample test questions. (n.d.). IELTS. Retrieved from https://www.ielts.org/about-the-
test/sample-test-questions
TOEFL iBT scoring and test structure. (2016). Petersons. Retrieved from
https://www.petersons.com/college-search/toefl-ibt-scoring-structure.aspx
TOEFL iBT test content. (n.d.). Educational Testing Service. Retrieved from
https://www.ets.org/toefl/ibt/about/content/
TOEFL iBT test questions. (n.d.). Educational Testing Service. Retrieved from
https://www.ets.org/Media/Tests/TOEFL/pdf/SampleQuestions.pdf
TOEFL listening. (n.d.). TestDEN. Retrieved from
http://www.testden.com/toefl/listening.htm
TOEFL speaking. (n.d.). TestDEN. Retrieved from
http://www.testden.com/toefl/speaking.htm

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PORTFOLIO OF ASSSESSMENT MATERIALS FOR ENGLISH LANGUAGE LEARNERS

Portfolio of Assessment Materials

English Language Learners

Southern Illinois University

Part One: Individually Developed Materials......6

1. Grammar Quiz ....6

3. Reading Cloze Test ..13

4. Writing Check List 15

Part Two: Team Developed Materials .......16

6. Speaking Rubric (Give the exact name) ...........17

7. Teacher Assessment Form ....18

8. Peer/Self Assessment Form .....19

reliability, authenticity, and washback. (Brown & Abeywickrama, 2010)

view of the instructors feedback.

assessment, inter-rater reliability was carefully implemented by discussing acceptable answers

revised in view of the instructors feedback.

subject to be improved by the instructor.

feedback form, and self-assessment form.

and coherence, vocabulary, grammar, and pronunciation.

be applicable to a wide variety of picture description tasks.

Individually Developed Materials

2) All of my friends _______________. So I need to find new buddies.

4) CNN __________________ Andrews election victory before it was confirmed.

5) While I __________________ last night, somebody slipped a present in my Christmas

11) I stopped drinking alcohol as the doctor __________________ to me.

Part One: Fill in the missing details.

Definition of a good paragraph

(Start here) Group of sentences about 1_____

Part Two: Main idea questions

A Global Village Needs a Global Language

English is essential to 20__________ field of education. Because it is 21__________ dominant

Writing Check List

2) What grade can I expect on this assignment? Why?

Team Developed Materials

Rubric for Assessing Speaking on a Picture Description Task

Fluency and Grammatical Range and Pronunciation,

TEACHER FEEDBACK FORM

Student: _________________ Task: ______________________ Date: ______________

Evaluation Statements Ratings Comments

Understood and completed all of the ________________________

Described the picture in a relevant and accurate ________________________

Used appropriate and relevant vocabulary to ________________________

Used appropriate and relevant grammatical ________________________

structures to describe the picture. ________________________

Spoke with clear and easy-to-understand ________________________

Total Score Task Fluency Vocabulary Grammar Pronunciation

Level Based on Total Mean Score (Divide Total Score by 10)

___Excellent ___Good ____Acceptable ___Needs improvement ___ Unacceptable

9. My pronunciation was clear and easy to

1. Based on my answers above, which are my strengths?

2. Based on my answers above, which aspects of my speaking do I need to improve?

3. What specific things can I do on my own to improve?

Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and

Part 1: General Background

Table 1: Analysis of the sub-constructs (skills) tested by TOEFL

IELTS Academic includes four sections as shown in Table 2 below.

Table 2: Analysis of the sub-constructs (skills) tested by IELTS

Each section addresses one sub-construct of L2 proficiency as TOEFL does. Particularly, in

Part 2: Evaluation of the Validity and Authenticity of TOEFL and IELTS

Figure 1: Comparison of TOEFL and IELTS on validity

Figure 2: Comparison of TOEFL and IELTS on authenticity

Compare TOEFL scores. (n.d.). Educational Testing Service. Retrieved from

Sample test questions. (n.d.). IELTS. Retrieved from https://www.ielts.org/about-the-

English is essential to 20 field of education. Because it is 21 dominant

Student: _ Task: Date:

_Excellent _Good __Acceptable _Needs improvement ___ Unacceptable