SKOLA Online Testing: How and Why?
How do we test our students before the summer and why?
When to book a test for your child?
After you registered for a course: https://www.skola.co.uk/register
And paid the deposit: https://www.skola.co.uk/pay-by-card
Book a test and time with one of our teachers: https://www.skola.co.uk/summer-english-test
What should I do after booking a test?
Check your email (All Mail or Spam) and reply to the automatic email from info@skola.co.uk, or from the teacher to confirm the test.
Your teacher will then send you the Zoom (Google Meets or VooV) links;
and ask you to send them an example of your child's writing. This can be recent school work; and complete the writing task below:
You can read more or submit your writing here: https://www.skola.co.uk/summer-english-test
Any problems or questions, message Connor on WhatsApp: +44 7787 188 382.
Why do we test before the course?
Testing in person and in groups takes a long-time. Many summer schools can take up to a day to test their students. We believe this is too long. It is boring for the students and teachers. The first day is important for our students to settle into the school. So, we have moved our testing online and before the summer. This means during the summer, students have more time learning and teachers have more time teaching.
What is our test?
Motivation to Learn English: our test includes questions about students motivation to learn English. Studies show motivation plays an important role in language learning (Dornyei, 2009). Motivated learners are more likely to be successful in their language studies (Guilloteaux & Dornyei, 2008).
Motivation is related to a person's goals, beliefs, attitudes, and values. So, by asking our students about their motivation to learn English the test assesses the psychological factors that influence a learner's language acquisition. We use this information to adjust the course to the interest of our students. Also this offers us lots of data to better understand the learning needs of our students.
Speaking: our test weights the speaking part more than the other parts. Speaking is a critical component of language learning, and studies have shown that speaking practice is essential for developing speaking skills (Bachman & Palmer, 1996). The ability to speak fluently and accurately is often the primary goal of language learners. So, by giving more weight to the speaking part, the test evaluates a student's ability to communicate effectively in English. Furthermore, majority of our studies come from countries where their educational system offers them the theory behind English. For example, grammar rules. But they lack the practical skills, such as communicating in English (speaking).
Grammar: we give students a short grammar test to have a snapshot of their grammar knowledge. We compare this to their estimated speaking level.
Writing: we review each students writing and compare this to their speaking level. This is an important part of our test because we need to know how big the gap is between a students writing and speaking ability. For example, students from Saudi Arabia tend to be good at speaking but weak at writing. So they may feel embarrassed when asked to conduct a writing task, in class, even though they are confident at speaking.
Online Format: our test is conducted online over Zoom. Online language tests have become increasingly popular due to their convenience and accessibility. However, the online format can also pose challenges, such as technical difficulties, distractions, and lack of face-to-face interaction (Lu & Bao, 2021). But we have found that since lockdown, children have became more knowledgeable with the online world. Students are also less worried when being tested online, in the comfort of their own homes. When we test in person, students can become very nervous. So students taking tests online are less likely to be nervous.
How do we divide our classes?
We divide our classes by nationality, age and level.
In conclusion, English language ability tests are essential for assessing a student's language proficiency and ensuring that they are placed in appropriate classes. The science and psychology behind such tests are complex and multifaceted, and factors such as motivation, speaking skills, and online adaptability all play a crucial role. By understanding these factors, teachers and administrators can create tests that accurately evaluate a student's language abilities and provide effective language instruction.
If you want to learn more about SKOLA, follow our Instagram pages: skola_english & connor_skola
References:
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Dornyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
Lu, X., & Bao, W. (2021). Designing and validating online language tests. In C. Chapelle, A. Enright, & J. Hegelheimer (Eds.), The Routledge Handbook of Language Testing (pp. 383-396). Routledge.
