FOAI-13 Booklet

DECEMBER 2019

FORUM ON ASSESSMENT ISSUES

FOAI-13

ITEM WRITING IV: INTEGRATED SKILLS ASSESSMENT

DECEMBER 13th-14th, 2019

A MESSAGE FROM THE FOAI ORGANIZATION COMMITTEE

Mehtap İnce Esin Çağlayan Berna Akpınar Arslan Dear Participants,

We would like to welcome you to the 13th FOAI event at Beykent University. We hope that this event will serve as a platform through which the needs of the participants are met by getting into the depth of the principles of integrated skills assessment. For FOAI events, it always seems to be that the more participants put into it, the more they get out of it. To this end, we would like you to fill out assessment practice forms by the due date and reflect on your own practices related to the theme of the event. We wish you inspirational one and a half days and hope that you all go back to your institutions with many new ideas to experiment with for the improvement of your assessment practices.

If you have not visited the website yet, please do so at https://foaionline.wordpress.com/. There you can find all the documents relating to all of the previous events. Please also feel free to post comments, questions and suggestions about FOAI or any assessment issues on the website or email us at [email protected].

We hope to continue to welcome you or other representatives from your institutions in the future. However, we still get many people who tell us that they have not heard of FOAI; hopefully, you will all help us spread the word about these events to your contacts in Testing Teams in other universities.

We would like to thank Beykent University for hosting us and we are grateful to the host team for their smooth and efficient organization. PREVIOUS FOAI EVENTS FOAI DATE INSTITUTION THEME Common Practices and Issues in Testing and Assessment of FOAI-1 February 2013 Sabancı University, İstanbul English and Possible Responses to them FOAI-2 October 2013 İstanbul Şehir University Common Practices and Issues in Assessing Productive Skills FOAI-3 March 2014 Özyeğin University, İstanbul Standardization Practices and Marker Training Reading Assessment – Issues Related to Setting the Level of FOAI-4 November 2014 Bilkent University, Ankara Reading Texts and Tasks Listening Assessment – Issues Related to Setting the Level of FOAI-5 April 2015 İzmir University of Economics Listening Texts and Tasks FOAI-6 April 2016 Bahçeşehir University, İstanbul Placement and Proficiency Exams

FOAI-7 November 2016 Pamukkale University, Denizli Validity and Reliability in Assessment and Testing FOAI-8 May 2017 Karabük University, Karabük Speaking Assessment Social Sciences University of FOAI-9 November 2017 Designing Speaking Rubrics Ankara Eastern Mediterranean FOAI-10 April 2018 Item Writing I: Assessing Language Use University, Northern Cyprus FOAI-11 December 2018 İstanbul Medipol University Item Writing II: Assessing Reading

FOAI-12 April 2019 TED University, Ankara Item Writing III: Assessing Listening

FOAI-13 December 2019 Beykent University, İstanbul Item Writing IV: Integrated Skills Assessment If you wish to see your institution’s name here, please let us know and ask your FOAI-14 SPRING 2020 administrators to confirm their interest in an email to [email protected]

FORUM ON ASSESSMENT ISSUES

RATIONALE/BACKGROUND The Assessment Team of Sabancı University, School of Languages set up the first FOAI for representatives from a range of universities in Turkey and North Cyprus to come together to discuss assessment issues in university foundation EAP/preparatory programs. The forum aims to take a hands-on approach to the practical issues related to assessment work, with a view to complement the formal presentation of papers or workshops to be found at other professional events such as conferences, seminars, and workshops. Although the forum was initiated by Sabancı University School of Languages, it has become a regular event, hosted by different institutions.

AIMS OF THE FORUM The forum was set up specifically for representatives from the assessment teams of a range of foundation/preparatory programs in English medium universities in Turkey. The forum aims to provide an opportunity for different state, foundation and private universities within the Turkish context to come together in order to:

▪ discuss issues concerning the design, development, and administration of low and high stakes exams; ▪ share practices, experiences, ideas, and challenges faced relevant to testing, evaluation, and assessment related issues from diverse contexts; ▪ increase awareness of the activities and approaches to assessment and evaluation of learning in other programs; ▪ build relationships and links between the assessment teams in different institutions; ▪ exchange ideas on how members can cooperate in order to improve testing and assessment practices in their institutions.

FOR MORE INFORMATION: Please visit our website https://foaionline.wordpress.com/

A MESSAGE FROM THE HOST TEAM

Dear FOAI-13 Participants,

As members of Beykent University English Language School, we are delighted to welcome you to the FOAI-13 meeting in İstanbul on December 13-14.

During this remarkable two-day event, our theme will be ‘’Item Writing IV: Integrated Skills Assessment” and we will focus on different issues related to this theme. We are excited to share experiences and ideas, discuss new trends and assessment related issues together with you.

We are looking forward to having you here at Beykent University soon!

Sincerely,

BU School of Foreign Languages - FOAI 13 host team

PARTICIPANTS 1 Acıbadem Mehmet Ali Aydınlar University Ezgi Uslu [email protected] 2 Altınbaş University Sena Zeytinci Akçay [email protected] 3 Anadolu University Mehmet Gönen [email protected] 4 Antalya Bilim University Ayşe Öncel [email protected] 5 Atılım University Alper Şahin [email protected] 6 ATU University of Science and Technology Raziye Sayılmaz [email protected] 7 Bahçeşehir University Oylum Tuğrul [email protected] 8 Beykent University Fatma Sannav [email protected] 9 Bolu Abant Izzet Baysal University Ali Yılmaz [email protected] 10 Çağ University Mehmet Ekizoğlu [email protected] 11 Cappadocia University Gökçen Ünsal [email protected] 12 Çukurova University Ayşe Fırat Dalak Ataözü [email protected] 13 Kadir Has University Şule Öztekin [email protected] 14 Doğuş University Seren Arslan [email protected] 15 Eastern Mediterranean University Nazan Doğruer [email protected] 16 Fatih Sultan Mehmet Foundation University Cem Gulenc [email protected] 17 Galatasaray University Pelin Çetin Kırış [email protected] 18 Hasan Kalyoncu University Rabia Kulpu [email protected] 19 Ibn Haldun University Mahmut Ugur Arslan [email protected] 20 İstanbul University Cerrahpaşa Selim Erdem [email protected] 21 İstanbul Kültür University Seda Tugce Eryilmaz [email protected] 22 İstanbul Medeniyet University Sena Sebit [email protected] 23 İstanbul Medipol University Sema Babacan [email protected] 24 İstanbul Şehir University Mehmet Akıncı [email protected] 25 İzmir Bakırçay University Mariam Shakir [email protected] 26 Maltepe University Roger Hewitt [email protected] 27 MEF University Mojca Andrejasic [email protected] 28 Nevşehir Hacı Bektaş Veli University Serkan Coşkun [email protected] 29 Ondokuz Mayis University Aydan Ermiş [email protected] 30 Özyeğin University Sinem Dursun [email protected] 31 Marmara University F. Kübra Çakır [email protected] 32 Middle East Technical University Şükran Saygı [email protected] 33 TED University M. Nur Karadenizli Çilingir [email protected] 34 TOBB ETU Berkay Ündeğer [email protected] 35 University of Turkish Aeronautical Association Gökhan Yıldız [email protected] 36 Yaşar University Sinem Güral Akgül [email protected] 37 Yıldırım Beyazıt University Ömer Muhtar Akkaş [email protected] 38 Yıldız Technical University Sezgin Ballidag [email protected] HOST TEAM 39 Beykent University Mehmet Türk [email protected] 40 Beykent University Ali Can Çakar [email protected] 41 Beykent University Nurpınar Kazımlar [email protected] 42 Beykent University Fatma Sannav [email protected] 43 Beykent University Ceren Aktay Eryılmaz [email protected] 44 Beykent University Gülay Balaban Kalkan [email protected] FOAI ORGANIZATION COMMITTEE 45 İzmir University of Economics Esin Çağlayan [email protected] 46 Koç University Mehtap İnce [email protected] 47 Sabancı University Berna Akpınar Arslan [email protected]

PROGRAM for FOAI-13 @ BEYKENT UNIVERSITY

FRIDAY, 13th December 2019 TIME ACTIVITY LOCATION ARRIVAL & WELCOME Foyer Area, D-Block 5th 09.30 – 10.00 (refreshments provided) Floor

10.00 – 10.15 OPENING REMARKS & ANNOUNCEMENTS D-501, D-Block 5th Floor

WHOLE GROUP 10.15 – 11.40 Plenary: Thom Kiddle, D-501, D-Block 5th Floor Integrated Skills Assessment Foyer Area, D-Block 5th 11.40 – 12.00 TEA/COFFEE BREAK Floor FOCUS GROUP INITIAL MEETING 12.00 – 12.30 D-507, D-516, D-518 INTRODUCTIONS 12.30 – 13.30 LUNCH School Dining Hall A-Block Ground Floor 13.30 – 13.45 GROUP PHOTO Entrance 13.45 – 14.45 FOCUS GROUP DISCUSSIONS – SESSION I D-507, D-516, D-518 Foyer Area, D-Block 5th 14.45 – 15.00 TEA/COFFEE BREAK Floor

15.00 – 16.00 FOCUS GROUP DISCUSSIONS – SESSION II D-507, D-516, D-518

Foyer Area, D-Block 5th 16.00 – 16.15 TEA/COFFEE BREAK Floor

16.15 – 17.00 FINALIZING GROUP WORK & PREPARING FOR PRESENTATIONS D-507, D-516, D-518

18.00 FOAI DINNER

SATURDAY, 14th December 2019 TIME ACTIVITY LOCATION

09.30 – 09.45 ANNOUNCEMENTS D-501, D-Block 5th Floor

WHOLE GROUP FOCUS GROUP PRESENTATIONS (20 minutes each + 5 minutes Discussion and Q&A) 09.45 – 11.00 D-501, D-Block 5th Floor Group A: 09.45 – 10.10 Group B: 10.10 – 10.35 Group C: 10.35 – 11.00 Foyer Area, D-Block 5th 11.00 – 11.15 TEA / COFFEE BREAK Floor WHOLE GROUP 11.15 – 12.00 D-501, D-Block 5th Floor REFLECTION & ROUND-UP SESSION Foyer Area, D-Block 5th 12.00 – 12.15 TEA / COFFEE BREAK Floor WHOLE GROUP FOAI ORGANIZATION COMMITTEE 12.15 – 13.00 D-501, D-Block 5th Floor FEEDBACK SESSION ANNOUNCEMENT of the THEME and VENUE FOR FOAI-14

10.15-11.40 PLENARY

FOCUS GROUP PARTICIPANTS

FOCUS GROUP A (D-507) Facilitator: Esin Çağlayan, IZMIR UNIVERSITY of Minute-taker: Nurpınar Kazımlar, BEYKENT UNIVERSITY ECONOMICS 1 F. Kübra Çakır Marmara University 2 Berkay Ündeğer TOBB ETU 3 Şükran Saygı Middle East Technical University 4 Şule Öztekin Kadir Has University 5 Sinem Dursun Özyeğin University 6 Gökçen Ünsal Cappadocia University 7 Fatma Sannav Beykent University 8 Alper Şahin Atılım University 9 Mehmet Ekizoğlu Çağ University 10 Roger Hewitt Maltepe University 11 Ali Yılmaz Bolu Abant Izzet Baysal University 12 Sinem Güral Akgül Yaşar University 13 Sema Babacan İstanbul Medipol University FOCUS GROUP B (D-516) Facilitator: Berna Arslan, SABANCI UNIVERSITY Minute-taker: Gülay Balaban Kalkan, BEYKENT UNIVERSITY 1 Sezgin Ballidag Yıldız Technical University 2 Oylum Tuğrul Bahçeşehir University 3 Nazan Doğruer Eastern Mediterranean University 4 Mehmet Akıncı İstanbul Şehir University 5 Serkan Coşkun Nevşehir Hacı Bektaş Veli University 6 Raziye Sayılmaz ATU University of Science and Technology 7 Rabia Kulpu Hasan Kalyoncu University 8 Aydan Ermiş Ondokuz Mayis University 9 Mahmut Ugur Arslan Ibn Haldun University 10 Selim Erdem İstanbul University Cerrahpaşa 11 Mehmet Gönen Anadolu University 12 Mojca Andrejasic MEF University 13 Ezgi Uslu Acibadem Mehmet Ali Aydinlar University FOCUS GROUP C (D-518)

Facilitator: Mehtap İnce, KOÇ UNIVERSITY Minute-taker: Ceren Aktay Eryılmaz, BEYKENT UNIVERSITY 1 Ayşe Öncel Antalya Bilim University 2 Sena Zeytinci Akçay Altinbas University 3 Seda Tugce Eryilmaz İstanbul Kültür University 4 Gökhan Yıldız University of Turkish Aeronautical Association 5 Seren Arslan Doğuş University 6 Ayşe Fırat Dalak Ataözü Çukurova University 7 Sena Sebit İstanbul Medeniyet University 8 Ömer Muhtar Akkaş Yıldırım Beyazıt University 9 Cem Gulenc Fatih Sultan Mehmet Foundation University 10 Pelin Çetin Kırış Galatasaray University 11 M. Nur Karadenizli Çilingir TED University 12 Mariam Shakir Izmir Bakircay University 13 Yasemin Kütük Ondokuz Mayis University

FOCUS GROUPS

AIMS

● To discuss in detail findings and areas of common concern ● To exchange ideas to find out if any institution has addressed these concerns ● To share successes and failures in the related issues ● To brainstorm different suggestions on how to better respond to these concerns ● To summarize the highlights of the work of the focus group ● To present these highlights to the whole group in the final session

STRUCTURE

● Minute-taker: The host university will assign a minute-taker from their own institutions to each group. The minute-taker will take notes of important ideas highlighted in the discussion and s/he will help the presenter of the group prepare for the whole group presentation. At the end of the event, they will share their minutes with the host university's organizing team.

● Facilitator: FOAI Organization Committee will assign a facilitator from FOAI participants to each group. The facilitator will guide group members to the achievement of the shared goals stated for each group. Facilitators’ main duty is to ease the process. They are expected to keep the discussion on and lively with interventions when needed. They need to make sure all participants contribute and take shared responsibility for the outcome.

● Presenter: Each focus group chooses one person to present their group work to the whole group.

FRIDAY

MORNING: The plenary by an invited expert in the field will help participants gain further insights into assessment practices, which will serve as an input for the focus group discussions. Then, the focus groups will have their initial meeting where they get to know each other, choose a presenter for the presentation on Saturday, and get ready for the discussion in the afternoon.

AFTERNOON: The sessions in the afternoon are an opportunity for participants to discuss the theme and share ideas and experiences in smaller groups. It is hoped that the pre-task and the plenary may provide some food-for-thought in this process. Contemplating the responses that participants gave in the survey, we have decided to give each group some focus areas to encourage participants to come up with some concrete suggestions for addressing these areas and some practical solutions which we may be able to put into practice in our own institutions. At the end of the day, the focus groups will have finalized their presentations. The powerpoint must be e-mailed by the facilitators to [email protected] by 09.20 on Saturday at the latest.

SATURDAY

MORNING: FOAI Organization Committee will introduce the schedule of the day and make necessary announcements, which will be followed by the focus group presentations. The presenter of each group will have 15-20 minutes to present and there will then be 5-10 minutes for questions and discussions about issues raised by each group. The presentations and follow-up discussions will help all participants reflect on their own practices and the suggestions offered. And eventually, they will be more likely to feel more competent and confident to stimulate innovations in their institutions.

SUGGESTED AGENDA FOR FOCUS GROUPS

1. INTRODUCTIONS ● Participants introduce themselves and give some information about integrated skills assessment at their institution, focusing on the principles behind it. Here, participants had better refer to the assessment forms at the back of this booklet.

2. AGREE ON A PRESENTER ● It is good to agree early on who will be presenting, if not at this stage then certainly before the group begins planning the presentation. ● Neither facilitators nor FOAI Organization Committee members should be considered as presenters.

3. INDIVIDUAL BRAINSTORMING ● Some quiet time for each participant to go through the bullet points and make notes of ideas and issues.

4. GROUP BRAINSTORMING ● Open discussion of the task in detail, maybe prioritizing certain bullet points which seem to be more controversial or fruitful. Other issues might also be raised. ● All participants should note ideas and issues they feel are most important (having just one note-taker means only one person’s interpretation of the discussion is recorded).

5. ORGANISING IDEAS ● The group lists, categorizes and organizes the main ideas agreed upon and identifies areas which were more controversial or could not be agreed upon. Mind-maps, diagrams etc. might be useful.

6. PLANNING PRESENTATION ● The group decides how best to present the ideas from the discussion and prepares the PowerPoint slides. ● The presentation should be sent to [email protected] by 09.20 on Saturday. ● Go over the presentation and if possible, do a practice. A copy of the slides should be printed for the presenter to go over and add notes. ● While the presenter is rehearsing, team members of each focus group prepare questions for the other focus groups to answer.

ROUND UP SESSION AIMS: ● To reflect on the event ● To suggest topics for future events ● To announce the theme and the host university for the next FOAI event

FORMAT:

Each participant will decide on a few “key items” that they wish to take away from today’s event. This could be an idea they would like to take back to their own institution; or an area they would like to explore in further detail in their own context. They will, then, be asked to put their ideas onto an online platform and through this platform, all participants will have the chance to see what others want to explore more. If time allows, the group will discuss some ideas emphasized and some practical suggestions shared on this platform. We will finally ask the participants to get together in groups of 3 or 4 to brainstorm some suggestions for themes which they would like to see in future FOAI events. Again, the ideas will be collated on this platform to be referred to while designing the next FOAI event.

FOCUS GROUP TASKS

All groups will discuss the following integrated skills assessment types

 Reading & Writing  Reading & Speaking  Listening & Writing  Listening & Speaking  Writing & Speaking with regard to the following:

1. Feasibility across levels, A1-B2  Test purpose  Test construction  Test administration  Backwash

2. Criteria design – major considerations  Components/bands  Holistic vs. analytic  Weighting  Standardization

3. Current practices (if any) & possible practices/tasks

FOAI-13 @ BEYKENT UNIVERSITY

LOCATION OF THE EVENT:

Address: Beykent Üniversitesi Büyükçekmece Yerleşkesi, Yabancı Diller Yüksekokulu D-Blok 5. Kat Beykent, 34550 Büyükçekmece / İstanbul https://goo.gl/maps/6S4J1bbCvBceELG96

TRANSPORTATION:

From İstanbul Airport: You can take shuttle busses (Havaist) to Tüyap, which is the last stop. It takes about 50 minutes from the airport to Tüyap, which is only 10 minutes walking distance to our Büyükçekmece Campus. The shuttle services are provided 24 hours a day, every 25 minutes from 05:00 am in the morning till 01:00 am at midnight, and every 30 minutes from 01:00 am to 05:00 am.

From Esenler Coach Terminal (Otobüs Terminali): You can take the subway (M1A line) to Merter station from which you can transfer to the metrobus. You can take the metrobus from Merter to either ‘Beykent (Hadımköy)’ station or ‘Beylikdüzü Son Durak’ station, both of which are 10 minutes walking distance to our Büyükçekmece Campus. The whole journey lasts about one and a half hours.

By metrobus: If you are planning to take the metrobus, the easiest route would be getting off at ‘Beylikdüzü Son Durak’ station, which is the last station, and walk for about 10 minutes along Yıldıray Çınar Sokak to Turgut Özal Bulvarı. The campus will be on your left. If you need further information, please feel free to contact Mehmet Türk from Testing and Assessment Unit via [email protected]

ACCOMMODATION

Single/Double Room Barbaros Hayrettin Paşa Mah. 350-420 TL per night on 1999 Sk. 34522 Hilton Garden 4-star average depending on the Esenyurt/İstanbul Inn availability (breakfast not- +90 212 867 19 00 included price) hilton.com

Güzelyurt Mah. Haramidere Single/Double Room E-5 Karayolu, Kuzey Yanyol 250-285 TL per night on No:5-7 34515 İbis Hotel 3-star average depending on the Esenyurt/İstanbul availability (breakfast not- +90 212 866 39 00 included price) ibis.accorhotels.com

Single/Double Room Cumhuriyet, Derviş Eroğlu Beylikdüzü 120-140 TL per night on Cd., 34000 Atatürk average depending on the Beylikdüzü/İstanbul Öğretmenevi availability (including +90 212 871 30 01 breakfast)

FOAI-13

December 13th & 14th, 2019

PREPARATORY PROGRAMMES

Integrated Skills Assessment Forms

ACIBADEM MEHMET ALİ AYDINLAR UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

In terms of common exams: Listening is also one of the sections in this exam. Depending on the level, there usually is one while listening section and one note taking (if this type is already covered in class), taking approximately 20- 35 minutes.

Speaking section is held separately, each student gets their own time slots so that they can make it right on time, once they are in, they start with the warm-up questions, following these, there come the monologue questions where students have the chance to pick two sheets but decide on one. For two minutes, they speak on the chosen topic. Then, there come the follow-up questions. This procedure (warm-up + monologue + follow-up) usually takes 10-15 mins for each student. (While examining, all instructors are supposed to read the same instructions in order to keep a safe and fair pace.)

The online test is provided by Cambridge Publishing House along with the writing PLACEMENT TEST component and listening is also one of the sections in this exam. After getting the results, the writing is provided if student gets B1.

Listening is also one of the sections in this exam. Depending on the level, there usually is one while listening section and one note taking (if this type is already covered in class), taking approximately 20-35 minutes.

Speaking section is held separately, each student gets their own time slots so that they can make it right on time, once they are in, they start with the warm-up questions, following PROFICIENCY TEST these, there come the monologue questions where students have the chance to pick two sheets but decide on one. For two minutes, they speak on the chosen topic. Then, there come the follow-up questions. This procedure (warm-up + monologue + follow-up) usually takes 10-15 mins for each student. There are 3 instructors, one examiner, 2 assessor (while examining, all instructors are supposed to read the same instructions in order to keep a safe and fair pace.)

PROGRESS /

IN-COURSE It is held in class by the instructor depending on pace and level ASSESSMENT

---- OTHER (if any)

ANADOLU UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Our institution favors integrated skills approach. All the exams including the placement test, quizzes, midterms, final exams and proficiency exams are prepared in relation to integrated skills assessment.

listening, reading, vocabulary and grammar questions, each 20-25 questions, (100 questions PLACEMENT TEST in total)

20 multiple-choice listening questions together with 20 reading, 20 vocabulary and 20 PROFICIENCY TEST grammar questions (80 questions in total) in Booklet component (%60) + Speaking component (%20) + Writing component (%20)

Pop Quizzes: All the skills together with language points with varied tasks/types (matching, M/C, fill in the blanks, etc.) in 8-10 quizzes depending on the level.

PROGRESS / Midterm Exam: 65-70 questions together with 20-25 Listening, 20-25 reading and 20-25 IN-COURSE language (grammar + vocabulary) questions ASSESSMENT

Final Exam: 70-75 questions together with 20-25 Listening, 20-25 reading and 20-25 language (grammar + vocabulary) questions

OTHER (if any)

ANTALYA BİLİM UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

The assessment of integrated skills is very limited in my institution due to the concerns of practicality and the consistency of marking. That’s why almost all the exams aim to assess four main skills separately.

PLACEMENT TEST No

PROFICIENCY TEST No

In midterm and final exams, there is only one integrated skills section which is worth 3 points. This section is included in the exams for pre-intermediate, intermediate, upper- PROGRESS / intermediate and pre-faculty levels. The task involves writing a response to an opinion IN-COURSE question related to one of the reading texts in the midterm and final exams. After reading ASSESSMENT the text and answering a number of multiple-choice or main idea match questions, students

write an answer to the text related opinion question. There is a simple rubric for the assessment of this part which mostly focuses on the ideas of the students.

OTHER (if any) No

ATILIM UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

In proficiency and achievement exams all four language skills — reading, writing, speaking and listening- are assessed separately ***to avoid issues that could occur in integrated skills assessment (regarding complications for course design, measurement, test design, and examinee performance) ***. An integrated skills assessment might create a negative washback effect on student learning since students would be more test-oriented. In other words, they might develop test oriented strategies rather than learning strategies to improve their scores and this would not be a desired behaviour.* Therefore, this type of assessment is not administered in our school. Instead, traditional assessment, which could meet our academic purposes in our university, is used in all the tests. Examinees sit a written placement test consisting of multiple-choice questions. They are asked grammar, vocabulary and reading questions. This test does not consist of a listening, speaking or a writing section. In proficiency exam, however, there are three separate sections: a listening, a reading and a writing section. The test is made up of multiple-choice questions. In achievement tests, all four skills are assessed, but separately again. Written sections in this test consist of multiple-choice questions.

*I started working for Atilim 4 months ago. I asked the head of the testing office if there was a specific reason why we did not have integrated skills assessment. The highlighted part was the answer I got. Currently, we do not have integrated assessment in use. Although I may partially agree with this statement, it does not fully reflect my view to integrated assessment.

PLACEMENT TEST NONE

PROFICIENCY TEST NONE

PROGRESS /

IN-COURSE NONE ASSESSMENT

OTHER (if any) NONE

ATU UNIVERSITY OF SCIENCE AND TECHNOLOGY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

In our institution, the lessons include integrated skills, but the assessment issue is not the same. We assess our students’ skills separately.

PLACEMENT TEST --

PROFICIENCY TEST --

PROGRESS /

IN-COURSE -- ASSESSMENT

OTHER (if any) --

BAHÇEŞEHİR UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

At Bahçeşehir University English Prep School, End Of Module Exams and the Prof Exam involve four basic skills. In other words, in summative assessment, all skills are assessed along with use of English and vocabulary.

PLACEMENT TEST Placement Test includes multiple-choice reading questions and two pieces of writing.

PROFICIENCY TEST Proficiency Test includes items on all four skills.

PROGRESS / IN-COURSE On midterms, reading and listening are assessed. Reading assessment also includes writing ASSESSMENT response to one of the reading texts.

OTHER (if any) End of Module Exam includes assessment of four skills.

BEYKENT UNIVERSITY

SYSTEM Modular XX Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

At Beykent University School of Foreign Languages, all skills are assessed separately. Students at all levels take 4 quizzes during the module. Each quiz makes up makes up 15% of students’ overall grade. Reading, listening, and writing skills are assessed separately in the quizzes. At the end of the module, students take an end-of-module exam which makes up 40% of students’ overall grade. Reading, listening, and speaking skills are assessed separately in this exam.

Only reading and listening skills are assessed in placement test and they are assessed PLACEMENT TEST separately.

PROFICIENCY TEST -

Students in Step 2, 3, and 4 write a paragraph or an essay in their Reading & Writing course every week. Students are given one or two reading passages. After some reading PROGRESS / comprehension activities, students are expected to produce a piece of writing on a related IN-COURSE topic to the reading passages in the rhetorical pattern they have learnt that week. In the ASSESSMENT writing quiz, students are given two topics to choose one and write about. While they are

not given any specific reading or listening texts to integrate reading/writing into listening, the topics they are given are chosen among the topics they have read about.

- OTHER (if any)

BOLU ABANT İZZET BAYSAL UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

We assess each skill either in a single exam or in separate sessions. Our exams are made up with Listening, Use of English, Writing and Listening parts whose intensity change in accordance with the course content taught during the term. We have 2 quizzes, one poster presentation and 2 midterms in the Fall term and 3 quizzes 2 midterms 2 PowerPoint presentations and a final exam in the Spring term. Also we have the students take one Proficiency exam before the academic year starts, one Proficiency Exam when the Fall term ends (for Repeat groups) and another Proficiency for those who have not been able to meet the necessary scores needed to pass the program, which is 60 in total. In the 2nd, 3rd and 4th Midterms, we assess Speaking skill in a separate session, whereas we do not assess Speaking skill in the Proficiency exams and quizzes.

Before each year starts, students take a Proficiency exam in order for us to both place them in a suitable level group (A, B or C) and choose the ones who can skip the preparatory PLACEMENT TEST program and continue in their departments (for those above 60). The exam consists of 4 sessions including Writing, Reading, Use of English and Listening.

We make 3 Proficiency Exams each year which are carried out before the academic year PROFICIENCY TEST starts, when the Fall Term ends and by the end of the year just after the Final exam

PROGRESS / We have 5 Quizzes and 4 midterms for progress assessment and no in course assessment is IN-COURSE involved in the program ASSESSMENT

We have poster one presentation and two PowerPoint presentations for the whole year in OTHER (if any) which students prepare a presentation about a topic given in advance one of which is related to their academic education they will receive in their departments

CAPPADOCIA UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Our school takes all the skills into consideration while preparing exams. We try to make our students do listening, reading, writing and speaking activities in the lessons by combining them in a few contexts that they can encounter in real-life and they are assessed with similar activities in the exams; for instance, they have a ‘Use of English’ part, listening, reading comprehension and writing parts.

OOPT (Oxford Online Placement Test) – It reports scores aligned to the CEFR. Students answer open and multiple-choice questions designed to test their listening and reading skills PLACEMENT TEST as well as grammar. The computer sets the questions and corrects them. The level of the questions automatically changes according to the student’s knowledge until a constant level is achieved.

We apply the OOPT test and additionally, we assess our students with a written exam that PROFICIENCY TEST integrates different skills and also a speaking exam to be able to make a judgement about students’ performance.

PROGRESS / IN-COURSE There are pop quizzes, portfolios, midterms and end-of-course exam. These assessments ASSESSMENT vary from program to program.

OTHER (if any)

ÇAĞ UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

As Cag University, we focus on all four main English skills. They are considered separately in our preparation school. Classes are organized as receptive and productive skills. Also, in main course class all those four skills are given to students. We are in favor of communicative and eclectic approaches.

After the Proficiency Test, students those who continue to preparation school were taken to the placement test. This test determines their English level and they are placed to classes PLACEMENT TEST according to their exam results. These levels are A1, A2, B1 and B2. Students are expected to be proficient at grammar, listening, reading, writing, and speaking since they will be placed according to their communicative skills.

At the beginning of the semester. Proficiency exam was carried out in our preparatory school. Students who are successful in this exam move forward to their faculties. The PROFICIENCY TEST students given a paper based exam which includes all four skills to assess their ability to use the language.

During the courses, there are some exams which evaluate the students’ progress in English. PROGRESS / These exam quizzes, progress and monthly exams. Quizzes don’t evaluate students’ four IN-COURSE skills in an integrated approach. However, progress exams and monthly exams include ASSESSMENT reading, writing, and listening. Students’ proficiency is tested in only one exam in an intertwined. Speaking is not the exam which is involved those three of them because it consumes too much time.

OTHER (if any)

ÇUKUROVA UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

We have introduced a listening into writing task into our proficiency exam relatively recently and are looking to find ways to adopt a more integrative approach in our assessment.

PLACEMENT TEST N/A

We mainly use integrated skills assessment in our Proficiency Exam, through a section called Integrated Writing, which is a Listening into Writing task. Students listen to a lecture once PROFICIENCY TEST and take notes while listening. They then use these notes to form a summary of the lecture. Their notes are not graded. PROGRESS /

IN-COURSE N/A ASSESSMENT

OTHER (if any)

DOĞUŞ UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

As Doğuş University, we are aware of the significance of integrated skills assessment which allows us to track students’ progress in different skills concurrently and stimulates the learning of real content. In our exams, we assess the four language skills partially independently; Listening, Reading, Writing and Speaking, as well as the knowledge of use of English and Vocabulary. Some of our tests, however, depending on the performance and level of the students, are designed to some degree to focus on multiple skills simultaneously, e.g. listening & writing, which is explained in detail below.

N/A In our Institution, Oxford Online Placement Test is given before the enrolment on a PLACEMENT TEST programme. The test, having two sections, does not assess the use of English and listening explicitly as integrated skills. Yet it still tests our students’ ability to understand the meaning of communication while listening and reading.

In our proficiency test, listening part consists of different task types, two of which are note PROFICIENCY TEST taking and open-ended (one-word sentence completion) integrating the language skill of writing as well.

PROGRESS / In midterm and final exams, we generally implement the theme-based model by which IN-COURSE students are to write about the tasks that are related to the content of listening and reading ASSESSMENT parts.

OTHER (if any)

EASTERN MEDITERRANEAN UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Integrated skills assessment is done via in-class assessment and with the portfolios and departmental tasks.

It consists of 100 multiple-choice questions and lasts for 120 minutes. There are four parts: listening, language in use, reading and conversation skills. Each part has four levels: beginner, elementary, pre-intermediate, and intermediate. The test results are not based on the total number of correct answers but according to the number of correct answers in PLACEMENT TEST each level. • 20 Listening • 20 Language in Use • 20 Reading • 20 Conversational Skills Students whose level is high enough according to the Placement Test results are eligible to take English Proficiency Test. This exam measures their listening, reading, writing and speaking skills. The reading and listening parts have multiple choice and short answer PROFICIENCY TEST questions. In the writing part, students write an academic composition. In the speaking part, students attend a face-to-face interview.

• multiple choice gap-fill texts (grammar & vocabulary section) PROGRESS / • Multiple choice, open-ended, sentence completion, paragraph summary, inference, main IN-COURSE idea (reading section) ASSESSMENT • Error correction, paragraph writing, essay writing (writing section) • Question-Answer, describing a picture T-S, S, S-S interaction (speaking section) • Multiple choice, note taking (listening section) Task types show differences depending on the level of students. Task types testing language use explicitly are used in courses aiming to teach the language to A1 & A2 level students however, in courses at B1 & B2 level, language use is tested through reading and OTHER (if any) writing tasks. • Weighting: Varies for different levels and different English courses

FATIH SULTAN MEHMET FOUNDATION UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

We assess all skills but they are assessed separately.

All Skills (reading, writing, listening, speaking) PLACEMENT TEST Sub skills (grammar and vocab)

PROFICIENCY TEST All Skills (reading, writing, listening, grammar)

PROGRESS / IN-COURSE Achievement Exam (reading, writing, listening, grammar, vocab) ASSESSMENT LAT exam (reading, writing, listening, speaking, grammar, vocab)

Online Quizzes (English Central –grammar and vocab, Achieve 3000- reading) OTHER (if any) Writing portfolios (process writing) Speaking projects (presentation and v-log)

GALATASARAY UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

At Galatasaray University, the medium of instruction is French so the School of Foreign Languages provides the students basically with French language education in the French Preparatory Program to follow their departmental courses. Therefore, English language education is of secondary importance and there is no English Preparatory Program in the School of Foreign Languages.

The obligatory English courses are offered to the students on the basis of the relevant CEFR level throughout the year for 4 hours a week while they are following their departmental courses concurrently. The instructors are responsible for their own course planning, supportive material development and test development while following the same course book, which is English File, in accordance with the relevant CEFR level.

The quizzes, the mid-term exams and the other assessment tools are designed and applied by the instructors. The exams of the different levels are designed in tandem with each other and the exams of the same levels are applied concurrently. In this process, the commissioned instructors usually use the ready-prepared test resources of English File, which usually consist of the parts assessing the language skills separately. Thus, the skills are assessed under separate headings on the quiz, midterm and final exam sheets while the skills are assessed integratedly only by implication.

*The Placement Test is designed also to serve as the Proficiency Test, and it consists of the PLACEMENT TEST parts assessing the language skills separately (Integrated skills assessment by implication)

PROFICIENCY TEST *No separate English Proficiency exam in the program (Only French)

PROGRESS / *Quizzes, midterm exams and final exams consists of the parts assessing the language skills IN-COURSE separately ASSESSMENT (Integrated skills assessment by implication)

OTHER (if any)

HASAN KALYONCU UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

As institution, we adopt a communicative approach by using speaking and writing portfolios in addition to tests for all levels. Since course books are authentic and give importance to real life usage of target language, assessments are aimed to be authentic as well. * IS course in Elementary level has aims to teach students vocabulary and grammar content as well as expressions used in their daily life, and to enable them to communicate about basic topics in Elementary level. * In Pre-Intermediate level IS course, students learn vocabulary and grammar content as well as expressions used in their social environment, and we try to enable them to communicate about personal topics as well as areas of interest. * The aim of IS course in Intermediate level is to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clearly articulated in standard dialect. * Upper-Intermediate level students gain the necessary skills in IS course to communicate about the main ideas of complex text on both concrete and abstract topics. * IS course in Advanced level provides students a broad range of language, which allows fluent, spontaneous and almost effortless communication on a great range of topics.

Placement test is not applied. PLACEMENT TEST

* Testing Office has been responsible for designing, conducting, supervising, improving and marking assessment activities for all the courses at all the levels in the SFL.

* All students who wish to study any English medium departments are required to sit for SFL Proficiency Exam if they do not have the equivalent proficiency score from exams such as TOEFL, Pearson PTE and YDS which are determined by the HKU Senate.

PROFICIENCY TEST * Proficiency exam consists of two parts which are written and oral. In the written part, three main and two sub skills of English are tested; listening, reading, vocabulary, grammar and writing. Difficulty levels of items differ in each part. In the second part of exam, students are evaluated according to a conversation which is held with instructors. Testing fluency, comprehension, grammar, vocabulary and effect on listener are the main focuses of this part.

* Progress Test; There are five terms in an academic year. Two progress tests are conducted during each term. It consists of two sessions. The first session includes five parts; listening, vocabulary, reading, and grammar and it takes an hour. The second one is writing, and it takes an hour as well. * Mid Term Exam; The exam type is the same with progress tests. However, weeks that students are responsible for change. * End of Term Exam; The same procedure is followed. The only thing that changes is the addition of oral exam part. Two main questions are asked students by instructors including follow ups. * Writing Portfolios; Students are required to deliver a portfolio file including each week’s PROGRESS / assessed writing at the end of the term. It has two draft sessions; first and second. First is IN-COURSE assessed by the teacher and students receive necessary oral and written feedback for their ASSESSMENT progress. According to feedback, students write their second drafts. At the end of the term, the file is assessed according to criteria including commitment, progress, organization, completion and correctness.

* Speaking Portfolio;

Speaking Portfolios make the 10% of passing grade. SP hour is the one hour in each class that the main teacher follows a weekly agenda to prepare students for the project. It is a PPT presentation which students should talk at least 3 minutes. Topics change in each level considering the difficulty of content. In addition to SP, three mini presentations are conducted in each level in different weeks. Presentations are the instant speaking of students about a topic they communicate during the courses. After mini presentations, the oral feedback which has a major role in the assessment procedure is given.

OTHER (if any)

IBN HALDUN UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Despite the fact that we follow an integrated approach while teaching, the approach that we opt for testing and assessment is separate skills except for a couple of tests in our B2 and C1 levels. We use writing on reading in both midterm and final exams, and speaking on listening in final exams.

PLACEMENT TEST

PROFICIENCY TEST PTE: The test includes both writing on reading and speaking on listening

So as to align our test as much as possible with our proficiency test, which is PTE, in the reading part of our midterm exam, we give students an article to read. They answer questions depending on the text. In the writing part, they write a response paper on the PROGRESS / article that they have read for the reading part. IN-COURSE We do the same thing in our final exam in the reading part. ASSESSMENT In the final exam, we use speaking on listening. Students listen to a short audio and take

notes while listening. After that, they answer questions loosely connected to the listening. After that, they talk about prompts that are again very loosely connected to the topic in the audio.

OTHER (if any)

İSTANBUL KÜLTÜR UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Our institution uses integrated skills in class but does not involve any integrated skills assessment in Placement test, English Proficiency Exam, Achievements and Final exams.

PLACEMENT TEST -

PROFICIENCY TEST -

PROGRESS / IN-COURSE - ASSESSMENT

- OTHER (if any)

İSTANBUL MEDENİYET UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Firstly, I would like to mention that our school has three different starting levels (Elementary, Pre-Intermediate and Intermediate level). The institution assigns the students according to the results of their English placement test administered at the beginning of the first term. In line with this initial classification, all the students are assigned to different classes in each period after the midterms. They all have two distinct lessons as Main Course and Reading & Writing. The instructors use Oxford’s English File books starting from elementary to upper intermediate for Main Course lessons. As for Reading & Writing lesson, all the instructors use a variety of sources, which are determined by the Material Office of the university, such as an introductory writing pack, the books of Q Skills for Success Reading Writing, and finally an academic essay pack. The students have three exam sessions including session 1-LRUoE (Listening, Reading and Use of English), session 2-Writing, and session 3-Speaking. In other words, the institution assesses four language skills in addition to grammar and vocabulary knowledge.

Multiple-choice questions including some reading passages. The students are placed in line PLACEMENT TEST with their grades taken from this exam.

There are three exam sessions: session 1-LRUoE (Listening, Reading and Use of English), session 2-Writing, and session 3-Speaking. The students are supposed to have more than 60 points (from portfolios, quizzes and midterms) to participate in the proficiency exam. At PROFICIENCY TEST the end of the fourth period, all students are expected to be B2 level of English language learners and pass institution-based English proficiency exam. They are expected to have 70 out of 100 to pass the proficiency exam.

MIDTERM: There are four midterms after each period. There are three exam sessions: session 1-LRUoE (Listening, Reading and Use of English), session 2-Writing, and session 3- Speaking. QUIZ: There are four quizzes in the middle of each period. 1st and 3rd quizzes are based on OTHER (if any) Vocabulary, Reading and Use of English. 2nd and 4th quizzes include Listening, Vocabulary and Use of English. PORTFOLIOS: At the end of each period, the students are expected to prepare a portfolio for Main Course and Reading & Writing lectures. These include a variety of skills planned by Materials Office.

İSTANBUL MEDIPOL UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Our testing system is mainly testing one skill at a time. However, our project assignments are built on integrated skills.

PLACEMENT TEST

PROFICIENCY TEST

PROGRESS / In our Project assessment, students are given reading texts (graded reader, articles) IN-COURSE expected to read them and present a written and/or spoken product about them. ASSESSMENT

OTHER (if any)

İSTANBUL ŞEHİR UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Integrated skills assessment can play an important role in enhancing authenticity. It has the potential to promote washback effect and manifests itself in our institution as an alternative assessment form, mostly in-course assessment tasks.

PLACEMENT TEST No integrated assessment tasks

PROFICIENCY TEST No integrated assessment tasks

PROGRESS / Integrated assessment tasks are being employed as a part of in-course assessment. For IN-COURSE example, in B2 level, the process writing requires learners to read academic articles and ASSESSMENT make their arguments accordingly.

OTHER (if any)

İSTANBUL UNIVERSITY-CERRAHPAŞA

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

PLACEMENT TEST Multiple choice testing + writing section.

PROFICIENCY TEST Multiple choice testing + writing section.

PROGRESS / IN-COURSE Use of English (Vocabulary + Grammar), Reading, Listening and Writing ASSESSMENT

OTHER (if any) *****

İZMİR BAKIRÇAY UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

The English Proficiency Exam at İzmir Bakırçay University is based on the objectives of the integrated curriculum implemented at the School of Foreign Languages and aims to assess students’ competency in English, focusing on the academic productive skills they will need in order to complete their studies at English medium departments at İzmir Bakırçay University. The exam is administered two times in an academic year.

Our placement test consists of a series of MCQs that tests the areas of grammar, vocabulary. PLACEMENT TEST We also take into account students’ speaking performance through a one-on-one interview session.

READING COMPREHENSION  1 long text: 900-1,000 words, 5 questions  2 short texts: 500-600 words each, 5 questions each Skills/areas assessed:  main ideas  supporting details  specific information  guessing meaning from context  inference  author’s purpose USE OF ENGLISH  Part 1: Structure, 40 questions and Vocabulary, 25 questions  Part 2: Reading Comprehension,15 questions PROFICIENCY TEST  Vocabulary items are from the academic word list used in the program at all levels. * Reading Comprehension and Use of English Sections are administered together in one session. LISTENING COMPREHENSION  Part 1: While-listening: an interview/dialogue, 5 questions  Part 2: Listening and Note-taking: a lecture, 10 questions. (Currently not in practice but we are trying to incorporate it in future). Skills/areas assessed:  main ideas  meaning  purpose  conclusions  supporting details  specific information

WRITING A writing task  Students are asked to write an essay on given topics. SPEAKING Introduction: Student information and Warm-up (This part is not graded)  Part 1: Personal experiences  Part 2: Opinion on an issue (sustained presentation)  Part 3: Follow-up on the issue

Skills/areas assessed:  effectively communicating in an academic setting  conversing with ease and confidence on a variety of topics using various speaking functions,  which include identifying, describing, expressing preferences, explaining and suggesting  employing a range of basic and complex grammatical and lexical knowledge  conveying message with little confusion on the listeners’ part using communicative strategies to deal with conversation repair PROGRESS / IN-COURSE These quizzes and mid-term exams test writing and receptive skills and the tasks are similar ASSESSMENT in nature to proficiency exam. We don’t conduct a speaking exam for progress tests.

The learners are required to keep and maintain a vocabulary and writing portfolio to allow OTHER (if any) them to be self-autonomous during language learning process.

İZMİR UNIVERSITY OF ECONOMICS

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

At IUE, all skills are taught in an integrated way in all levels.

PLACEMENT TEST NA

In the writing part of our proficiency exam, test-takers are first asked to read a text and take notes. They have only 5 minutes to do this; then, the reading text is collected. Next, they PROFICIENCY TEST are asked to listen to two audio tracks on different aspects of same topic as that of the reading text and take notes. Finally, test-takers are asked to write an essay using their notes.

PROGRESS / IN-COURSE The in-course writing assessment for the B2 level is a shorter version of the task described ASSESSMENT above.

OTHER (if any)

KADİR HAS UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

The books are specially chosen for that.

PLACEMENT TEST

PROFICIENCY TEST

PROGRESS / IN-COURSE There is thematic connection. The themes of each unit in the skill book is same with the unit ASSESSMENT in the other skill book. (Unlock) Receptive and productive skills are at utmost importance.

OTHER (if any)

MALTEPE UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

We assess all of the skills plus use of English in our formative and summative exams

Multiple choice – diagnostic exam, based the term practice. PLACEMENT TEST

PROFICIENCY TEST

Quizzes and SAT exams consisting of 2 x reading texts, 2 x listening lectures, Vocabulary and Grammar & Writing. Listening test for: - Comprehension Main idea Details Readings test for: - PROGRESS / Inference IN-COURSE Reference ASSESSMENT Comprehension - open ended Qs

Contextual vocabulary Grammar and vocabulary: - Rewrıte Word formation Multiple choice Essay Writing: - Opinion, Compare OR contrast, Cause OR effect

Speaking exam each semester based on the Cambridge FCE exam for B1 and above OTHER (if any) In-class presentation at the end of the final semester for A1/2 and above

MARMARA UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

There have been cases where integrated assessment was attempted at our institution.

For example, we used to have a Reading & Writing Quiz where students would first read the text and then write an essay using the text as a source. However, we have stopped this practice.

Currently, we do not administer exams that assess integrated skills.

PLACEMENT TEST

PROFICIENCY TEST

PROGRESS / Making presentations for speaking classes integrates language and academic skills. Students IN-COURSE need to do research, prepare notes and power point slides to make a presentation in class. ASSESSMENT Their presentation is graded by the classroom teacher.

OTHER (if any)

MEF UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

General English 1 module: 1 Listening, 1 Reading, 1 Speaking, 1 Writing, Final exam (Listening, Reading, Writing)

Please describe below the sections/tasks involving integrated skills assessment in your institution’s assessment scheme (i.e. If any of the following exams include any integrated skills assessment, please write a brief description of the task). General English Exam Testing Grammar and Vocabulary PLACEMENT TEST Multiple-Choice Questions (100 Qs, 100 minutes)

VEPT – Computer-based exam – 50 mins long: – speaking (Ss have to repeat what they hear, they have to complete the sentences, they have to put the words they hear into the correct order and make sentences) PROFICIENCY TEST – reading and writing – first they read a text, then they write a short summary, then they have to answer the question related to the same reading and write in 250 words (advantages/disadvantages)) Levels 1 – 4: Listening: - 20 mins long - 2 tracks (1 track is played 2x) – together 6 minutes long - two sets of questions for each track (M-Choice Qs, T/F, Open-Ended, Gap-Fill- vocabulary sentence completion, Matching speakers to the information provided) - 20 points total Reading: - 30 mins long - 1 text (word count depends on the level) - 5 sets of questions: M-Choice Qs, T/F, Open-Ended, Matching paragraphs to the headlines or summaries, Matching definitions with words PROGRESS / - 20 points total IN-COURSE Speaking: ASSESSMENT - 15-20 mins long (L1 15, L4 20), 1 interlocutor, 1 assessor, we record the exams (audio)

- groups of 3 students - two parts: first part – an interview with the interlocutor (Ss are asked 2 questions (1 min for each answer); - a discussion (Ss discuss a topic given, they have a minute to prepare, they speak 6 minutes together) - 16 points total (due to the rubric) Writing: - 50 mins long - writing booklet is provided and checked every 7-10 lessons; - Ss write 50 to 250 words depending on the level - 50 minutes for the exam - different type of writing for each level - 16 points total (due to the rubric) 44

Pre-Faculty level: Listening and Note-taking: - 50 minutes (20 minutes for the listening and note-taking, and 30 mins for answering the questions) - Question types: M-Choice Qs, T/F, Open-Ended, Matching definitions with words - 20 points total

Reading and Writing: - 50 mins long (only for the Writing – in class) - Ss are given the reading text before the writing test - Writing part: Open-Ended questions (2 short-answer ones and 1 long-answer one) - Word count – 200-300 20 points total

OTHER (if any)

MIDDLE EAST TECHNICAL UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

At METU, we teach and test integrated skills. The monthly achievement tests and the proficiency test (METU- EPE) include integrated skills assessment. We call it ‘Performance Task’, in which the test takers collate information from two sources: a listening text and a reading text. The objectives of this task is to  take notes on a lecture  summarize information from a lecture  compare information from different sources  signal that two ideas are similar or different by using discourse markers  attribute information to different sources.

PLACEMENT TEST No integrated skills tested

The test takers collate information from two sources: a listening text and a reading text. The lecture is generally 6-7 minutes long, and the reading text is about 500 words in length. The reading text is on the same topic with a different viewpoint (exemplifies the listening text, or casts doubt on it). Collating the information from the sources, the test takers write a summary essay of 250-300 words. The allocated time for this task is 50 minutes. The weighting of the task is 20 points. Responses are rated in six scoring bands: PROFICIENCY TEST A- very good response to the task (20-18 pts) B- good response to the task (17-15 pts) C- partial response to the task (14-12 pts) D- limited response to the task (11-9 pts) E- poor response to the task (8-6 pts) F- very poor response to the task (5-3 pts) Z- no task fulfillment / void (2-0 pts)

PROGRESS / The above description of the task is for the proficiency level (CEFR, B1+). Throughout the IN-COURSE semester, the students at the department are trained to do this task in the same format ASSESSMENT with an increasing linguistic difficulty level and tested through monthly achievement tests.

OTHER (if any)

NEVŞEHİR HACI BEKTAŞ VELİ UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Currently we do not use any integrated skills assessment for our preparatory classes. However, we consider using this kind of assessment if it suits both our aims and students’ levels and progresses.

PLACEMENT TEST NA

PROFICIENCY TEST NA

PROGRESS /

IN-COURSE NA ASSESSMENT

OTHER (if any)

ÖZYEĞİN UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

The exams in the middle and at the end of the semester, and the tasks throughout the semester are prepared based on the themes covered in class beforehand. Each exam and task is prepared on a single theme (i.e. the reading, the listening, the grammar and the vocabulary parts of exams are based on the same theme), and the writing and the speaking tasks are related to the same theme as well. The content in the reading, listening and the language parts provide input to be used in the writing part of the exam.

PLACEMENT TEST No

TRACE is a theme-based exam, and the content in the reading and the listening parts PROFICIENCY TEST provides input to be used in the writing part of the exam.

MCD (My Coursework Diary), MAT (Mid-module Assessment Test) and LAT (Level Assessment Test) include integrated skills assessment. All the tasks in MCD and exams are PROGRESS / prepared on a theme and the writing in MAT and LAT, and the speaking tasks and the writing IN-COURSE tasks in MCD are related to the theme presented in the exam/covered in class beforehand. ASSESSMENT Language and vocabulary parts of these exams are also theme-based and presented in a context.

OTHER (if any)

SABANCI UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

All skills are taught in an integrated way across levels.

PLACEMENT TEST NA

PROFICIENCY TEST NA

Short Answer Exams: (A1-B2) Writing a short paragraph answering a prompt using information from the given texts. Open-book Exams: (A1-B2) Writing a long text answering a prompt using information from PROGRESS / the given texts. IN-COURSE Response Writing: (B2) Responding to a prompt by summarizing and using the ideas in the ASSESSMENT given text. All these writing exams are based on reading into writing; task and criteria varying depending on the objectives and difficulty level across levels.

Learning portfolio tasks: Tasks requiring integration of reading & listening into writing & speaking

OTHER (if any)

TED UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Our university believes that enabling students to incorporate all the language skills develops their ability to use English in various areas in their lives. In this way, learners acquire the language skills in conjunction with each other - not in an isolated way from each other- and are able to use the language in natural communication.

PLACEMENT TEST _

Speaking section of the proficiency test is integrated: it includes reading and speaking skills. First, the student reads a paragraph and takes notes and gives back the text. Then, assessors PROFICIENCY TEST first want him/her to summarize the text and ask questions. Questions are related to the text but also require student’s own opinion.

Students in preparatory school are assessed via integrated skills assessments in their assignments. In the assignments, students are given an activity (like reading a passage, PROGRESS / watching a video, etc.) that they need to do at home. Later, in the class, they are given a IN-COURSE task, such as writing an essay or giving a presentation. Their performance is assessed and ASSESSMENT graded. Students studying in their departments are also assessed through integrated skills

exams. (For instance, they are asked to listen to a lecture and then read a related text. Finally, they are supposed to answer a question by writing an essay.)

OTHER (if any) _

TOBB UNIVERSITY OF ECONOMICS & TECHNOLOGY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

We have a variety of assessment criteria we use; however, ideal and exciting as it may sound, integrated skills assessment is something we are limited in implementing due to the type of proficiency exam we have for our students. We give Toefl ITP as the proficiency exam, from which students are supposed to get a certain minimum score to pass the prep-school. That is why almost all items on the quizzes and midterms we give look in style like the items on Toefl ITP. This is limiting us as well as students in the creativity of assessment but it is also valid because we need to assess the students in a way they will be assessed in the end. In Toefl ITP, what we have is the listening, structure and reading section. However, speaking and writing are not assessed. We try to overcome this deficiency by implementing a speaking and a writing quiz once a semester. Other than that after each of the three midterms, students have a writing section as well.

Still, we use a variety of other assessment criteria so as to diversify the ways we use such as reader exams as well as portfolio tasks and online homework. However, an integrated skills assessment as skills depending and building on each other does not exist.

N/A Placement is made up of listening, structure, vocabulary and reading sections on a test, PLACEMENT TEST where skills are not integrated.

N/A PROFICIENCY TEST Toefl ITP consisting of listening, structure and reading sections – not integrated.

One of the portfolio tasks makes use of integrated skills use such as when students are expected to read an example report explaining a graph, then choose one of the graphs of changing values from a list of graphs and write a report, explaining the graph looking at the example. PROGRESS /

IN-COURSE Another task asks students to choose a slide with a discussion prompt from a list of slides ASSESSMENT and video himself/herself discussing the prompts.

Another task asks students to write a dialogue in which they are supposed to use a couple of idioms they have learned and then act it out while being recorded.

OTHER (if any)

ANKARA YILDIRIM BEYAZIT UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

In the regular modules of AYBU prep school, “Northstar” books are used. NorthStar is a five-level integrated skills series. The series is divided into two strands: listening/speaking and reading/writing. There are five books in each strand from high beginner to advanced levels. Assessment is done for each skill as well as grammar and vocabulary in modules and placement test.

No integrated skills assessment. Consists of 50 multiple choice questions which test reading, PLACEMENT TEST grammar and vocabulary skills at beginner level.

Assessment of all 4 skills. (Listening %25, Reading %25, Writing %25, Speaking %25)

Listening and Reading sections are done in one seating and each of them consists of three parts. Listening tasks are all multiple-choice questions, and their scripts are talks, interviews and lectures. Reading section has 3 different tasks. First one is multiple choice, second one summary completion and the last one is an insertion task.

PROFICIENCY TEST Writing is done in another seating, and it is in two parts. In the first part students write a response to a given paragraph, and they write an essay on the second part.

Speaking section is done later which is also in two parts. In the first part, students answer 3 questions about a certain subject without any preparation time. In the second part, they read a statement (which is also an opinion) and speak for couple minutes with a 1-minute preparation time.

Our courses are 8-week long. In these 8 weeks, students have 3 quizzes and 2 midterms. PROGRESS / First midterm assesses Reading, Listening, Writing, Grammar and Vocabulary. IN-COURSE Second midterm assesses Reading, Listening, Writing and Speaking. (2 Tasks in each ASSESSMENT section.)

Quizzes assess grammar and vocabulary.

OTHER (if any)

UNIVERSITY OF TURKISH AERONAUTICAL ASSOCIATION

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

UTAA DFL puts great emphasis on the implementation of formative and summative assessment in the curriculum. Having equal weight on the grading scheme, both types of assessment aim to enhance our students’ all English Language skills. Our institution benefits traditional assessment, which focuses on the four essential language skills without integrated skills assessment; and formative assessment that includes course-book-integrated portfolio assessment, in-class speaking performance, presentations on the themes of the course book, class magazines (written work), and My Series (speaking videos).

This test assesses students’ grammar, vocabulary, and reading skills. There is no integrated- PLACEMENT TEST skill task/section.

Being the most comprehensive test in our institution, the Proficiency Test of English PROFICIENCY TEST assesses students’ listening, grammar, language use, reading, writing, and speaking skills. There is, however, no integrated-skill task in this exam.

With regard to formative assessment, our institution utilizes a course-book-integrated portfolio assessment: our students produce written and verbal work — writing and speaking portfolios, presentations, class magazines, and videos — by referring to the themes and topics covered in their course book; they write reflection papers addressing to their PROGRESS / experiences and learning; and they take achievement, mid-course, and end-course tests IN-COURSE that focus on the course book. ASSESSMENT

Being exposed to all language skills — in each unit — in the course book, our students produce integrated works pertaining to the topics and themes they have covered. They, for instance, write a paragraph or an essay on a topic they have read about, listened to, or spoken about.

OTHER (if any)

YAŞAR UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

Integrated Skills assessment is not in use in our institution mostly for practicality issues. There are almost 1000 students and it makes grading process rigorous. Although we have Integrated Skills (IS) lessons, we do not use integrated skills tests as they are more appropriate for learning than testing. Not only the number of students, but the number of lecturers may also pose the question of scoring objectively as there are more than 60 lecturers. It might be challenging to keep the standards steady. For the reasons above, we use multiple-choice type of questions in reading tests; role-plays/giving opinions on a topic in speaking tests; and as for writing, students’ sentence/paragraph/essay writing skills are assessed.

PLACEMENT TEST

PROFICIENCY TEST

Only in higher levels (Upper-intermediate and Advanced), we partially use integrated skills PROGRESS / tests. That is, in midterm and final exams, students are asked to write an essay by referring IN-COURSE to the reading text they read (reading text with multiple-choice questions). The rationale ASSESSMENT behind this is that students learn several essay types (compare-contrast, descriptive, balanced-opinion, etc.) in those levels; therefore, with the reading texts, it is aimed to give students ideas to use in their essay.

OTHER (if any)

YILDIZ TECHNICAL UNIVERSITY

SYSTEM Modular  Semester-based 

Please briefly describe your institution’s approach to integrated skills assessment.

In our institution, apart from the course book materials that aim to teach the four skills in an integrated way, there is no concern to assess more than one skill at the same time both within the courses during the term and in the tests. Hence, as the testing office, we try to test each skill separately in different sections.

PLACEMENT TEST We do not conduct placements tests at School of Foreign Languages at our institution.

PROFICIENCY TEST Each skill is tested separately in our proficiency exam.

PROGRESS / During the in-course assessment, the only sources which require students to integrate four IN-COURSE skills are course books. Integrative assessment is not one of the objectives of the curriculum ASSESSMENT development office, therefore, the extra materials which are provided are prepared to support a certain skill, not to integrate more than one.

OTHER (if any)