THE ARELS AMERICAN EXAMINATIONS ™
And
AMERICAN ENGLISH PROFICIENCY TESTS™
By
SYLLABUSES
Contents
1 The Preliminary Level Examination
2 The Competency Level Examination
3 The Professional Level Examination
4 Need Analysis
5 Syllabuses
6 Setting Standard
7 Reading & Writing (American English Proficiency Tests)
1. Preliminary Level
The level of this examination is based on the "Waystage" level laid down by the Council of Europe and then is compared to the "Yardstick" levels laid down by the English Speaking Union for specific areas, such as business, academics, social, etc. Less formally, this can be described as "Survival" level: a key objective of the test is to determine whether a candidate can survive in an English-speaking environment. The examinations are suitable for "Intermediate" level students who have studied about 300-400 hours of English. The more detailed descriptions below give a better idea of what is required of successful candidates. Success is certified in three grades: Pass, Good Pass and Very Good Pass. Non-literary material is used throughout, and every attempt is made to relate the subject matter to the primary needs of everyday life.
The High School format and level of the examinations the same as the Preliminary level, but the subject matter is more suitable for the 14- 18-age range.
FORM OF THE EXAMINATION
The full examination is recorded on a Master Tape and last for about 20 to 45 minutes. Candidates' responses are sometimes oral, and recorded on individual tapes, at other times the candidates are required to indicate answers by marking maps, pictures, etc., contained in a "candidates booklet". Very great care is taken to ensure that candidates understand the rubric of the examination, and the instructions are spoken twice and also written for each question. The examination is in three sections, the second one (which is allocated 50% of the total grade) being given to comprehension skills.
AIMS AND OBJECTIVES OF THE EXAMINATION
The performance objectives given below are to be achieved in a language laboratory, the time allowed for any response being about 75% longer than would be achieved by an average native speaker of English. The standards required vary with each individual task; in some, only an error-free response is awarded points; in others, 2, 3 or 4 grades of correctness are recognized. The Grading Key gives full details. In a few cases, graders are required to make a subjective assessment, since there is no alternative. In these cases as much guidance as possible is given in the Key.
The examination is in three Sections.
Section 1 Social English or English for Specific Purposes (20% of points)
Candidates must be able to:
(a) read and write numbers, letters, and common abbreviations
(b) participate in short and simple cued conversations, possibly using visual stimuli.
(c) respond appropriately to everyday situations described in very simple terms.
(d) answer questions in a directed situations.
Section 2 Aural Comprehension (50% of points)
Candidates must be able to:
(a) Understand the exact meaning of a simple piece of speech, and indicate this comprehension by: marking a map, plan or grid; choosing the most appropriate of a set of pictures; stating whether or not, or how, the aural stimulus relates to the visual stimulus; answering simple questions.
(b) Understand the basic and essential meaning of a piece of speech too difficult to be understood completely.
Section 3 Extended Speaking (30% of points)
Candidates will be required to speak for 45 - 60 seconds in a situation or situations likely to be appropriate in real life for a speaker at this level. This may include explanations, advice, requests, apologies, etc., but will not demand any use of language in other than mundane and pressing circumstances. It is assumed at this level that no candidate would speak at length in real life unless it were really necessary, so that, for example, narrative would not be expected in the context of something like an explanation or apology.
WHAT A SUCCESSFUL CANDIDATE SHOULD BE ABLE TO DO
For a PASS grade:
A candidate
Can understand the main points in short sentences in English, spoken more slowly and clearly than a native speaker requires, in standard American or British English or common regional dialects, if not too pronounced;
Can understand everyday topics in most common settings, including simple telephone conversations and public announcements, radio and television broadcasts;
Can understand idiomatic English at a natural pace for everyday greetings, exchanges, and personal details;
Can understand the gist or main points of extended speech in English, even at almost natural pace, if the context is known and the topics are familiar;
Can survive in an English-speaking environment, in that as well as understanding much of what is heard, the candidate can obtain the necessities of life, basic information, directions, prices, etc. These include the ability to frame questions and respond spontaneously and appropriately to common, everyday situations;
Can sustain a continuous speech with reasonable fluency and comprehensibility within a fairly narrow range of very basic functions: describing, relating, explaining, apologizing, etc.; and
Can write brief dictated notes including figures and simple symbols.
For a GOOD PASS grade:
A candidate
Can do all the above but with greater fluency, accuracy, and range.
For a VERY GOOD PASS grade:
A candidate
Can cope with the limited tasks of this examination with ease;
Can probably cope with less familiar topics and situations, understand more complex speech, and speak with fair fluency and accuracy on most everyday topics; and should consider taking the ARELS-American Competency examination.
2. Competency Level
This examination is set at a fairly advanced level of difficulty. Technically, the nearest equivalent is the "Threshold" level laid down by the Council of Europe, which is again compared to the "Yardsticks" levels laid down by the English Speaking Union for specific areas, such as business, academics, social, etc. The examination is pitched at the point where many students seem to reach their linguistic "ceiling". A key objective of the test is to determine whether a candidate can manage competently in an English-speaking environment (work or study).
The examination is suitable for Advances (or in some cases very high Intermediate) students who have studies English for a number of years, or for at least two years intensively. The detailed description below gives a full idea of what is required of successful candidates.
Success is certified in three grades - Pass (subdivided), Credit (subdivided) and Distinction.
FORM OF THE EXAMINATION
The full examination is recorded on a Master Tape and lasts for about 50 minutes. Candidates' responses are recorded on individual tapes, and a total sample of about 25 minutes of candidate-speech is taken. The examination is in six connected sections, the emphasis on productive and receptive skills varying between them. There is no testing of the use of English as a medium of abstract or intellectual thought.
AIMS AND OBJECTIVES OF THE EXAMINATION
The performance objectives given below are to be achieved in a language/learning laboratory, the time allowed for any response being about 25% longer than would be
achieved by an average native speaker of English. The standards required vary with each individual task; in some, only an error-free response is awarded points; in others 2, 3 or 4 grades of correctness are recognized. The Marking Key gives full details. In a few cases, graders are required to make a subjective assessment, since there is no alternative. In these cases as much guidance as possible is given in the Key.
The examination is in six Sections:
Section 1 Free Oral Expression (15% of points)
Tests ability to speak for two minutes on a prepared subject chosen from a list of five. Points are awarded for clarity, fluency, and persuasiveness.
Section 2 Social Responses or English for Specific Purposes (20% of points)
Tests ability to understand and be understood in everyday social situations such as requests, invitations, thanks, apologies, complaints, etc. Points are awarded for the response (both in content and comprehensibility) and for its appropriateness.
Section 3 Intelligible Speech (10% of points)
The candidate reads aloud from an unseen text, in a simulated telephone conversation. The text includes symbols, fractions, spelling out, measurements, and other slightly technical details. Points are awarded for intelligibility, intonation, pronunciation, catenation, and stress.
Section 4 Aural Comprehension (20% of points)
Tests ability to understand English spoken in context and at a natural speed, as on Public Radio or Television. Occasionally, adverse conditions (such as a noisy background) are introduced. Points are awarded for the extent to which the candidate displays an understanding of the material.
Section 5 Sustained Speaking (15% of points)
Tests ability to tell orally the story contained in a series of pictures, after studying them for two minutes. Points are awarded for ability to hold attention, the use of direct and reported speech, the control of tenses, and ability to vary vocabulary.
Section 6 Oral Accuracy (20% of points)
This tests accuracy in the control of structures and words.
These sections are not always in the above numerical order.
WHAT A SUCCESSFUL CANDIDATE SHOULD BE ABLE TO DO
For a Pass grade:
A candidate
Can understand spoken English at normal pace and complexity, including that of people of different ages and accents;
Can cope effectively with everyday conversation with one or more speakers, with telephone conversations, with televisions and radio broadcasts, public announcements, etc., at least to the level of following the main topic areas and most details. However, they will have difficulties with unfamiliar topics, heavy or unusual regional accents and dialects, and rapid or idiomatic speech;
Can sustain continuous speech with reasonably fluency and easily intelligible accuracy on familiar topics, and when relating and describing familiar events;
Can respond to a social situation requiring spontaneous speech or spoken response promptly, and reasonably appropriately to the situation and roles of the people involved, i.e. can communicate promptly without giving offense or appearing gauche; and
Can read aloud un-simplified printed English, after some preparation, with a fluency and accuracy that enables a native listener to follow and understand the text without difficulty.
For a CREDIT grade:
A candidate
Can do all of the above but with even grater fluency, accuracy and range; and
Can cope with less familiar topics, using strategies top deduce and infer unknown items with greater skill than the pass candidates.
For a DISTINCTION grade:
A candidate
Can do all of the above but with even greater fluency, accuracy and range than a credit candidate;
Can understand, respond to, and use English at a level only slightly below that of a native speaker; and should consider taking the Professional Level examination.
3. Professional Level
The examination demands a mastery of everyday English, but tests in addition the use of English as a medium of abstract and intellectual thought, and its use in situations more demanding than those normally encountered in everyday life. Technically, the nearest equivalent is the " eighth and ninth levels of the "Yardsticks" levels laid down by the English-Speaking-Union for specific areas, such as business, academics, social, etc. The standard is such that many native English speakers are unsuccessful through lack of vocabulary and fluency. The details below will give a better idea of what is required of successful candidates. Success is certified in three grades: Pass, Credit, and Distinction, and the Pass and Credit grades are subdivided. Non-literary, authentic materials and situations are used throughout.
FORM OF THE EXAMINATION
The full examination is recorded on a Master Tape and lasts for about 50 minutes. Candidates' responses are recorded on individual tapes, and a total sample of about 30 minutes of candidate-speech is taken. Like the examination at Competency Level, it is in six connected Sections, with varying emphasis on productive and receptive skills.
AIMS AND OBJECTIVES OF THE EXAMINATION
Section 1 Social Responses or English for Specific Purposes (15% of points)
As in the Competency Level examination, but the candidate is expected to cope easily with all social situations, and handle the finer distinctions of intonation and meaning. An understanding and use of a variety of registers for diplomacy is expected.
Section 2 Intelligible Speech (15% of points)
As in the Competency Level examination, but more complex language is used, and clear voice-projection is expected. The candidate must be easy to listen to.
Section 3 Aural Comprehension (20% of points)
This section tests the ability to understand ad lib, unscripted discussion on abstract topics and to distinguish between the finest differences in voice inflexion and intonation.
Section 4 Sustained Speaking (20% of points)
The candidate is expected to give a summary, with personal comments, of a live interview heard. Notes are permitted. This is a test of sustained, orderly, and interesting delivery.
Section 5 Oral Accuracy (15% of points)
This section is a detailed test of accuracy in the control of structures and words.
Section 6 Free Oral Expression (15% of points)
The candidate is required to present a brief discourse on a chosen theme with confidence and authority, and in an interesting way.
These Sections are not always in the above numerical order.
WHAT A SUCCESSFUL CANDIDATE SHOULD BE ABLE TO DO
For a PASS grade:
A candidate
Has a reliable command of English as a medium of communication about more than everyday subjects; and
Can be expected to work in an English-speaking environment without serious difficulties.
For a CREDIT grade:
A candidate
Has a very advanced command of the language, and
Can be expected to cope in all but the trickiest situations.
For a DISTINCTION grade:
A candidate
Has the ability to communicate with native English speakers at the highest level, and on abstruse topics.
4. Needs Assessment
The skills are determined by the tasks involved in a particular job, rather than by an academic test score or grade level performance. To determine these requirements a customized needs analysis or "Functional Language and Task Analysis" (FLTA)© is performed and a syllabus (or framework) is created.
An FLTA© is a literal, written description of all the job tasks for which an individual employee is responsible. The FLTA© process is used to determine the language, literacy, numeracy, and job-task skills of individual employees who are presently performing a specified job, or of individuals who may be performing that job in the future. The analysis of any deficiencies thus identified can be used subsequently to design a curriculum to retool employees in order to fit them to their present or future positions. An FLTA © provides a vehicle for establishing standards and benchmarks. These enable training and assessment process to be developed that can - and will - impact the performance of critical job tasks and therefore the organization itself.
5. The Syllabus (Framework)
The syllabus, or framework, contains learning objectives or benchmarks, which are derived from authentic written materials used in an organization, as well as from recorded interviews with sample staff members or employees. Thus the syllabus reflects both the skills actually used by workers during observation, and the skills stated by management to be essential and/or desirable. It is a prescriptive syllabus, i.e., it describes what workers should be able to do in the organization, rather than their actual performance. Thus the syllabus is also used to ensure that the organization's needs are being satisfied.
Goals and objectives
Attempts are traditionally made in training manuals to present a clear distinction between goals and objectives, between global, more abstract goals and more precise, concrete, observable objectives. The more specific the objective, the more it is tempting to teach, practice and test it in isolation. The traditional instructor/trainer views such objectives in terms of the smallest possible teaching items: accurately formed, grammatical structures, discreet vocabulary items and exact single task skill instruction. A more general goal is seen as threatening, because it appears more intangible and difficult to handle.
However, in reality there is no such clear cut-off; lists of desired outcomes range from the very global to the very specific; they are shades of gray rather than black and white. Over the last 25 years successful instructors, and particularly successful workplace trainers, have realized that students and employees fail to improve if their knowledge has been compartmentalized into unrelated units of meaning, structure and skill. To succeed, employees need to combine these building blocks in a familiar work-related context, where they need to transmit conceptual and functional ideas.
The employees' needs, and the hoped-for improvement brought about by training, are traditionally described by the organization's managers or HR professional (who are usually not education or language experts), in a range of terms, from the global to the specific. Clients want to see this range of learning objectives in the syllabus they sign off.
In functional context and communicative training, ranges of global and specific objectives are necessary components of every training unit. The global objectives indicated in the syllabus provide the curriculum writer and instructor/trainer with further training objectives
6. Setting Standards
(Including for Work-related Training Programs)
Many attempts have been made to describe language performance standards. The most comprehensive, recent and appropriate description or sets of yardsticks are based on a nine-point scale. (See: English-Speaking Union (ESU) Framework: Performance scales for English Language Examinations by Brendan J. Carroll and Richard West, Longman, 1989.) They set the framework for international examination boards and provide a description of its applications for instructor/trainers, employers, learners, and candidates. This system harmonizes various elements of present examination systems in English. In developing the Framework descriptive system, the ESU has moved towards a method of standardization for performance in English as an International Language.
The written materials provided by an organization vary greatly in their level of difficulty and in their use of words and numbers. However, most of the documents used in industrial and commercial enterprises include a high proportion of numbers and cannot be allocated a standardized reading level because there are insufficient running words. Such documents are used as jumping-off points for case studies and classes and the difficulty level of each examination or rather the level of oral language used will determine class. It is also vital to give the workers/trainees coping skills to deal with difficult documents they need to understand.
Numeracy/Computation Standards
Numeracy or computational skills do not presently have yardstick or other standards that are acceptable for more than one geographical or educational area. The FLTA reflects information required by a particular job description area that might have been established by ISO requirements, i.e., ability to read and understand Statistical Process Control (SPC) documents. These are presented in the same format as the language yardsticks.
Safety Standards
Safety requirements are based on the FLTA and OSHA requirements. These are also presented in the same format as the language yardsticks.
Job Task Standards
These skill standards are divided into two areas: first, actual task-skills, e.g., keyboarding, filing, etc.; and secondly, knowledge and use of technology, such as the ability to operate a computer or computer terminal and related tools, e.g., the ability to use particular software packages such as EXCEL™. These are also presented in the same format as the language yardsticks.
7. Reading & Writing Test – American English Proficiency Tests
Preliminary: Test-takers at the Preliminary level will be required to undertake a series of tasks in reading and writing that are directly from their own job tasks. The criteria for assessing both the understanding of written English and ability to write English will be determined by the needs of their job.
The test will include tasks that require test-takers to:
• compose fax, memo, note, fill-in forms
• compose/reply to a message
• write a memo to ask for instruction, advice.
• show understanding of the main points of one or more of the following:
- a simple letter
- pass down report or memo, e-mail - a brochure
- articles that directly relates to job
- simple job related graphic material, e.g., - diagrams, tables, charts graphs.
DEGREES OF Below are the criteria by which test-taker's performance at
SKILL Preliminary Level is assessed.
Reading
The test-taker can follow the significant points of texts of the types specified. Although the time constraint of the examination may limit texts to approximately 300 words, the test-taker may be asked to demonstrate her/his ability to handle sections of longer documents, e.g., reports.
Complexity The main points of the texts can be determined by the test-taker even if s/he is not able to understand any of the detail.
Interpretation The test-taker can interpret very basic text. S/he will not, however, be required to make interpretations that depend on the understanding of subtlety or detail.
Accuracy The test-taker can scan texts in order to retrieve specific numerical information.
Speed The test-taker can read typed texts with comprehension at speeds of 25-200 words per minute.
Flexibility The test-taker handles only the most basic of styles.
Independence The test-taker needs to refer to the dictionary on many occasions.
Writing
Accuracy Grammatical, lexical and orthographical accuracy is generally low. Errors are common. The test-taker does not have a sound grasp of the English tense system. Usually can fill out forms on personal information or check-off-lists information needed for job tasks.
Appropriacy Use of language and layout is minimal. The test-taker has no awareness of the detail or length required in responses. Often uses phases for response.
Range and Speed A poor range of language is available to the test-taker. S/he should be able to express her/himself to complete a task given time. The listener will need to have patience and understanding.
Complexity Text will display very simple organization occasionally points are linked and related.
Competency
Test-taker at the Competency level will be required to undertake a series of tasks in written English that aim to assess both the understanding of written English and the ability to write English within the context of the workplace. The test will include tasks that require test-takers to:
• compose a letter, fax, memo, note, report
• compose/reply to a letter using information in the form of notes, a draft or other text
• write a letter in response to an inquiry, instruction, advice, complaint or a request to provide information
• show understanding of the main points of one or more of the following:
- a letter or a series of letters
- reports or memo, agenda, minutes of meeting - a brochure or prospectus commercial documents
- articles of a non-technical nature or technical
nature within specified area (usually customized)
- graphic material, e.g., diagrams, tables, charts & graphs.
• Check written text for inaccuracies.
DEGREES OF Below are the criteria by which test-taker's performance at
SKILL Competency Level is assessed.
Reading
The test-taker can follow the significant points of texts of the types specified. Although the time constraint of the examination may limit texts to approximately 700 words, the test-taker may be asked to demonstrate her/his ability to handle sections of longer documents, e.g., reports.
Complexity The overall importance of the texts can be discerned by the test-taker even if s/he is not able to understand all the detail (e.g., technical data, contractual terms).
Interpretation The test-taker can interpret the tone and degree of urgency of the text when these are clearly signaled. S/he will not, however, be required to make interpretations that depend on the understanding of a single word or phase.
Accuracy The test-taker can scan texts in order to retrieve specific information or check in order to identify errors.
Speed The test-taker can read both typed and handwritten texts with comprehension at speeds of 200-350 words per minute.
Flexibility The test-taker can switch quite readily from one type of material to another.
Independence The test-taker should not need to refer to the dictionary on many occasions.
Writing
Accuracy Grammatical, lexical and orthographical accuracy is generally moderate. Occasional errors that do not distort communication are acceptable but should not be present in such a quantity as to disconcert or mislead the reader. The test-taker should have sound grasp of the English tense system.
Appropriacy Use of language and layout should be appropriate to the task. The test-taker should display an awareness of the detail and length required in the responses to the various stimuli, i.e., memo should be brief but clear and letters should include all the information requested, Test-takers should also be familiar with standard expressions used in commercial/ business correspondence.
Range and Speed A fair range of language is available to the test-taker. S/he should be able to express her/himself without distortion and complete tasks in the time allowed. The test-taker should also be familiar with standard expressions used in commercial/business correspondence.
Complexity Text will display simple organization with themes and points linked and related.
Professional level: Test-taker at the Professional level will be required to undertake a series of tasks in written English that aim to assess both the understanding of written English and the ability to write English within the context of the corporate world.
The test will include tasks that require test-takers:
• To communicate in English his/her understanding and knowledge in the context of business
• To understand a complex Business Study and to develop appropriate solutions using the four skills of reading, writing, listen and speaking.
• To demonstrate a professional attitude to his/her work and to communicate clearly and concisely in English
• To express himself/herself clearly, concisely and with reasonable accuracy
• To demonstrate the ability to solve Business and Commercial problems involving finance, travel, business negotiation and company development through the medium of English
DEGREES OF Below are the criteria by which test-taker's performance
SKILL at Professional Level is assessed.
Reading The test-taker can follow all points of the texts of the types specified. The test-taker will be asked to demonstrate her/his ability to handle long sections of documents, e.g., reports.
Complexity The test-taker can work with and understand concentrated and complex tests, which includes tables and graphs. S/he can use presentation materials.
Interpretation The test-taker can interpret the tone and degree of urgency of the text when clearly signaled. S/he will not, however, be required to make interpretations that depend on the understanding of a single word or phase.
Accuracy The test-taker can skim read for overall impression and to obtain particular detail. S/he is capable of abstracting required information and of representing it both in speaking and writing.
Speed The test-taker can read both typed and handwritten texts with comprehension at speeds of 350+ words per minute.
Flexibility The test-taker can switch regularly from one type of material to another.
Independence The test-taker should not need to refer to the dictionary for his/her own specialty area and only occasionally otherwise.
Writing
Accuracy Grammatical, lexical and orthographical accuracy is high. Seldom have errors. Most errors do not distort communication as to disconcert or mislead the reader. S/he can write accurately in different styles and formats.
Appropriacy Use of language and layout is appropriate to the task. The test-taker displays an awareness of the subtlety, detail and length required in the responses to the various stimuli, i.e., memo should be brief but clear and letters should include all the information requested. Test-takers should also be familiar with own industry or business specific vocabulary, and standard expressions used in correspondence.
Range and Speed A good range of language is available to the test-taker. S/he should be able to express her/himself without distortion and complete tasks in the time allowed. The test-taker should also be familiar with standard expressions used in commercial/business correspondence.
Complexity Text will display varying length, and in various styles, using resource information as appropriate to text.
© 2009, Babowal & Associates, Inc.
6.3.09