PENGUIN READERS TEACHER'S GUIDE Placement Test.pdf

Penguin Readers Teacher’s

Guide: Placement Tests

The Penguin Readers Teacher’s Guide: Placement Tests have been designed to provide teachers with a

quick and effective way of deciding whether students are ready to enjoy the next level of Penguin Readers.

There are six levels of test, corresponding to levels 1–6 of the Penguin Readers.There are two tests at each

level, the B Test providing a follow-up for re-testing in the event of the majority of the class not obtaining

the requisite score.

Each test is in multiple-choice format and so can be given and marked very quickly to aid a prompt

decision.

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ISBN 0-582-47380-2

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Penguin Readers

Teacher’s Guide:

Placement Tests

W. S. Fowler

The best

Graded

Readers

www.penguinreaders.com

The best

choice of

Graded

Readers

Penguin Longman Publishing

Pearson Education

Edinburgh Gate

Harlow

Essex CM20 2JE UK

electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers, with the sole exception of

those pages marked ‘photocopiable’, which may be photocopied by teachers for classes they teach.

Published by Pearson Education Ltd. in association with Penguin Books Ltd.,

both companies being subsidiaries of Pearson plc.

ISBN 0 582 47380 2

Free Teacher’s Resource Materials

The following additional free teacher’s resource materials are available to download free from our website

www.penguinreaders.com

Penguin Readers Factsheets

Penguin Readers Factsheets have been developed for teachers using Penguin Readers with their class. Each Factsheet is based

on one Reader, and consists of:

• a summary of the book

• interesting information about the book and author, including a section on the background and themes

• a glossary of new words

• a selection of lively supplementary activities for use with the Reader in class

Penguin Readers Teacher’s Guides

Penguin Readers Teacher’s Guide to Using Graded Readers

ISBN 0 582 40006 6

Penguin Readers Teacher’s Guide to Developing Listening Skills

ISBN 0 582 34423 9

Penguin Readers Teacher’s Guide to Preparing for FCE

ISBN 0 582 40010 4

Penguin Readers Teacher’s Guide to Using Bestsellers

ISBN 0 582 46900 7

Penguin Readers Teacher’s Guide to Using Film and TV

ISBN 0 582 40008 2

NB: Penguin Readers Factsheets and Penguin Readers Teacher’s Guides contain photocopiable material.

For a full list of Readers published in the Penguin Readers series visit http://plrcatalogue.pearson.com

For copies of the Penguin Longman catalogue, please contact your local Pearson Longman office, or:

Penguin Longman Publishing

Edinburgh Gate

Harlow

Essex

CM20 2JE

United Kingdom

Tel: +44 (0) 870 607 3777

Fax: +44 (0) 870 850 0155

E-mail: elt@pearson.com

www.penguinreaders.com

Introduction

General

The tests have been devised to help teachers to decide

whether their students are ready to enjoy the next level

of Penguin Readers.

There are six levels of test, corresponding to Levels

1–6 of the Readers, and two versions of test at each

level, the B test provided as follow-up for retesting in the

event of the majority of a class not obtaining the

requisite score of 18/30 at the first attempt.

The tests have been thoroughly pretested with

students at the appropriate levels. They each contain 30

structural and lexical items in multiple-choice format

selected from the structures and lexis introduced at the

given level.

The tests can be administered and corrected very

quickly to aid a prompt decision, following the

instructions given below. Within 30 minutes, including

the time that it takes for the students to do a test,

teachers should have sufficient information to reach a

decision.

Photocopy the Answer key relevant to the test you

have selected – for example, for Test 1A, page 27. Cut

out the answers given there to make a mask. On no

account cut the page in the book, as this will prevent

you from making a mask for a test on another page.

Allow 20 minutes for students to complete the test.

Ask them not to leave questions unanswered or to

spend too long on any one question, which may prevent

them from completing the test in the time available.

Collect students’ answers and mark them by placing

the mask you have made over the relevant column on

the Answer Sheet. While it may be of interest to you to

calculate students’ marks individually or later on to

analyse the papers to see which structures or lexis have

caused problems so you can bear these in mind for

remedial work before beginning a Reader, this is an

additional benefit to be derived from the tests, but does

not affect their main purpose.

By calculating each student’s score out of 30, it should

be possible within a few minutes to see whether more

than half of the class have obtained the target score of

18 or more. In many cases, it will be possible with a

mask to see at a glance whether a student has passed or

failed.

Unless this initial calculation gives a marginal result,

no further action is necessary at this point. If the

majority have passed, the class will be able to follow the

Reader satisfactorily. If the majority have clearly failed,

allow at least 20 hours of class tuition to pass before

retesting with Test B to prevent the result being falsified

by students remembering answers if they were

explained after the first attempt.

Only if the result remains doubtful – for example, if

exactly half the class have obtained a score of 18 or

more – will it be necessary to examine the marks in

more detail. It is then a matter of common sense to

decide whether the class are ready to begin a Reader at

the level – for example, if a number came close to

passing with a score of 16 or 17/30. As an insurance

policy if you decide to proceed, it would be worthwhile

seeing which items had caused difficulty, and revising

them before beginning the Reader selected.

Content of the tests

Each test consists of 30 multiple-choice items. There are

three choices (A, B, C) at levels 1–3, and four choices

(A, B, C, D) at levels 4–6.

Items testing the same structure and/or lexis are not

repeated within a test but in almost every case, the Test

B at a given level is based on the same items as Test A

to ensure an equal level of difficulty. Items never appear,

however, in the same order. This minimises the

possibility of students guessing the correct answers

from memory.

The pass mark of 18/30 (or 60%) is valid for all levels.

It is important to note that for the class as a whole to

benefit from studying a Reader at a given level, it is not

necessary for everyone to obtain this mark or even for

the students’ average to be above 18, but only for the

majority of students to score 18 or more. It must be

remembered that, as is appropriate in tests devised to

determine whether students are capable of following a

text, these tests measure recognition of correct

language, not the ability to produce it.

Procedures for conducting the

tests

In all cases, photocopy the Answer Sheet on page 26 in

sufficient numbers for each student to have one. Note

that for tests at levels 1–3, students will need to use the

left-hand column (A, B, C) for their answers, and for

levels 4–6, the right-hand column (A, B, C, D).

Photocopy the test for the level you have selected – for

example, Test 1A on pages 2–3 for Level 1, in sufficient

numbers for each student to have a copy. Always use

the A test in the first instance. The B test, as explained

above, testing knowledge of the same structures and

lexis, is for use for retesting at a later date, in the event

of the class proving to be not yet quite ready to attempt

a Reader.

Introduction

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