Tokai University Foreign Language Center Bulletin. Vol. 16. (pp. 147 - 151).
Issues in Student Selection for Elective English Classes (Part 2)

I emphasize the preliminary nature of this screening exercise. Its actual relation with student performance has not be established and more data is needed. This exercise should not be understood as a "test" in any rigorous sense of the word, but merely a preliminary screening activity with a few testlike and gamelike elements. I believe this activity represents a better solution of screening students than the five previously described activities.

"This exercise should not be understood as a 'test' in any rigorous sense of the word, but merely a preliminary screening activity with a few testlike and gamelike elements."

Students have 15 just minutes to complete the assessment battery described in Appendix 1. If teachers must inform students whether or not they can enter a class before the first class period is finished, then the exercises can be redistributed along with answer sheets in class and the students can correct the papers. If teachers have the option of announcing the results later, they can correct all of the papers.

In Section A of the test battery, all responses circled "D" receive 4 points and those circles "B" receive two points. A maximum of 20 points is available for this section. For Section B, students receive 3 points for each correct response, 2 points for any response that contains only one error, and 1 point for any response with two errors. A maximum of 60 points is available from this section. Since Section C is a matter of luck, students are awarded one point for any item they select that corresponds to a randomly chosen item. A maximum of 5 points is available from this section.

After students tally up scores, students return their papers to their original authors. Those with the highest scores then stand at the front of a line and those while those with lower scores stand at the rear. The top 30 -35 students are selected from the top of the line. This entire assessment procedure takes about forty minutes.

Conclusion

Time constraints and large student numbers can make student selection a daunting task, no matter which method is adopted. The screening exercise described in this paper may have some advantages over other screening methods. It does, in a very approximate way, attempt to consider issues of motivation as well as aptitude. And the gamelike nature of some parts of this activity sets a positive tone. Though some aspects of this activity need revision, but the idea of conducting a multi-criteria screening activity for classes which are overfilled may have merit.

Appendix 1: English Pre-Lesson Screening Exercise

PART A. ATTITUDE

  1. I'm willing to study English 10-15 minutes each day at home.
       A. [Don't Understand]    B. Maybe    C. Probably    D. Certainly

  2. I'm willing do weekly homework assignments for each class.
       A. [Don't Understand]    B. Maybe    C. Probably    D. Certainly

  3. If I meet the teacher after class, I will speak English.
       A. [Don't Understand]    B. Maybe    C. Probably    D. Certainly

  4. I will come to class on time.
       A. [Don't Understand]    B. Maybe    C. Probably    D. Certainly

  5. I will speak English during the lesson.
       A. [Don't Understand]    B. Maybe    C. Probably    D. Certainly

PART B. KNOWLEDGE

1. LISTENING COMPREHENSION - Listen, then answers the questions below.
Example:    Q: How much did lunch cost?    Q: It was $6.19.

  1. Write the number you hear:
  2. Write the telephone number you hear:
  3. Write the sentence you hear:
  4. Write the sentence you hear:
  5. Where will Mary go this summer?
2. VOCABULARY - Answer these questions:
Example:    Q: What is your major?    A: I major in marine science.

  1. Who is Hashimoto Ryutaro?
  2. How do you say "hisashi-buri" in English?
  3. What is another word for "beautiful"?
  4. What is the opposite of "expensive"?
  5. What is the difference between a boat and ship?
3. GRAMMAR/SPELLING - Rewrite these sentences correctly:
Example: I waked up at 7:15 a.m. o'clock. I woke up at 7:15 a.m.

  1. I born in Aichi-ken in May 9, 1977.
  2. There are four people in my family: my parent, old sister, and me.
  3. I like to play guitar verry much.
  4. I am live in an aparto in Shimizu. My rent is a cheep.
  5. I am a safety driver. I drive my car careful.
4. CULTURE CAPSULES -

Imagine you are lost in a large city in the U.K.
Listen to the teacher and answer the following questions:
Example: If you forgot about an appointment to meet a friend,
what should you say next time you meet him/her?

I am very sorry about our last appointment.
I'm afraid that I completely forgot about it! I hope you'll forgive me.

  1. If you wish to smoke in a room where others aren't smoking , what should you say?

  2. If you can't locate a public rest room, what should you say?

  3. If someone uses big words you do not understand, what should you say?

  4. If a stranger asks you what your religion is, what should you say?

  5. If you are at a party and someone asks you to drink more, but you've already had enough to drink, what should you say?

PART C. RANDOM CHANCE

Answer the questions below.


Example:   Q: Name one island that is larger than Honshu, but smaller than Australia.    A: Borneo.

  1. Name one large port city anywhere along the Pacific Rim.

  2. In English, name one marine animal that is longer than one meter.

  3. In English, name one color.

  4. In English, name one ocean or sea anywhere in the world.

  5. In English, one part of a fish.




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