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Imagine Ame Placement Teachers Notes

The Imagine Placement Test consists of a General Placement Test assessing grammar and vocabulary, and a Speaking Test for further evaluation if needed. Placement guidelines are provided for Starter Level, Level 1, and Levels 2 to 6 based on test scores. Teachers are advised to use discretion when placing students, especially if scores differ between the two tests.

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19 views3 pages

Imagine Ame Placement Teachers Notes

The Imagine Placement Test consists of a General Placement Test assessing grammar and vocabulary, and a Speaking Test for further evaluation if needed. Placement guidelines are provided for Starter Level, Level 1, and Levels 2 to 6 based on test scores. Teachers are advised to use discretion when placing students, especially if scores differ between the two tests.

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Imagine Placement Test: To the Teacher

Teacher’s Notes
The Imagine Placement Test will help you decide which level of the Imagine series will be most
appropriate for your students. There are two parts to the test:

1 . General Placement Test: This section assesses grammar and vocabulary from levels 2 to 6 through 50
test items (50 points total).

2. Speaking Test: This section has 5 images followed by 5 questions each per placement level (10 points
total per image + set of questions).

Although the sections can be done in any order, it is recommended to follow the order outlined above.
Assign the General Placement Test to all students, and then use the Speaking section of the test on an as-
needed basis. In essence, if placement is clear after students take the first test, you may not feel the need
to assess students’ speaking.

Placement into Starter and Level 1


Use the following guidelines for placement into Starter Level or Level 1.

Placement into Starter level:


• The student is not familiar with the English alphabet.
• The student has never taken English lessons.

Placement into Level 1:


• The student is familiar with the English alphabet (or his/her native language uses the Roman
alphabet.)
• The student is familiar with the English alphabet and numbers, basic greetings and classroom
instructions, and basic vocabulary relating to everyday topics, such as school, family, household items,
toys, etc.

Placement into Levels 2 to 6


1. Generate the General Placement Test on ExamView® Asssessment Suite or use the printable version
available on the Teacher’s Resource Website at: ELTNGL.com/imagine_teacher. Create a copy for each
student.
2. Students take the General Placement Test first. You will need to determine how much time to
give them. If students are able to answer every question, it may take them as long as 40 minutes.
However, because the questions increase in difficulty by section, some students may find they
finish the questions they are able to answer in a shorter amount of time. Note that the scoring
system below assumes that students will answer every question.
3. Since many students—even more advanced ones—are apprehensive about speaking, the Speaking
Test should generally be the last measure for determining placement. If you are still unsure of which

© Cengage Learning, Inc. IMAGINE PLACEMENT TEST: TEACHER’S NOTES


level to place a student into after all other measures, administer the Speaking Test. This portion of
the assessment consists of 5 photos, with 5 questions relating to the theme shown in the photo.
There is a separate set of questions for each proficiency level. So, for the student who places in
between Imagine Levels 2 and 3, begin by asking Level 3 speaking questions. If you see the student is
struggling to answer, switch to the Level 2 questions and note the student’s response. You can use as
many of the photos/sets of questions as you need.

Use the Teacher Answer Key to give each student a score out of 50 for the General Placement Test and
out of 10 for the Speaking Test.
Decide which level of Imagine would be most appropriate for your students, using the following guidelines.
It is possible that some students may get different levels for the General Placement Test and the Speaking
Test. This is normal—some students may have stronger oral communication skills than literacy skills, or vice
versa. Though many students will clearly place into a level, you may find that others will not fall into a single
level, even after administering all sections of the placement test. In these cases, use your own discretion,
though it may be best to place such students at the lower of the two levels.

General Placement Test

1-9 points Student is not ready for level 2 – See


guidelines for placement in Starter or Level 1
10-18 points Student is placed in level 2
19-27 points Student is placed in level 3
28-36 points Student is placed in level 4
37-45 points Student is placed in level 5
46-50 points Student is placed in level 6

Speaking

Based on the score in the General Placement Test, choose the set of questions to ask about each
photo. A student should score a 5 or above on the assigned speaking placement test in order to be
placed into the Imagine level that corresponds with the General Placement Test results. Use 10 as the
maximum possible score for each photo + set of questions for a given level. If you use 3 photos and 3
sets of questions, divide the total score by 3.

To grade questions, you can use the CEFR reference levels for qualitative aspects of spoken language
use for A1 (levels 2 to 4 questions) and A2 (levels 5 and 6 questions.) For each set of 5 questions
provided with each photo, 0 to 2 points are assigned for each of the 5 aspects (range, accuracy,
fluency, interaction, coherence.) Sample and suggested answers are provided to aid with grading. For
each set of 5 questions, a student can score between 0 and 10. A score of 0 to 4 is low. A score of 5 to
10 is at level. If you use two sets of photos/questions from the same level, divide the score by 2 to
obtain the final Speaking score.

© Cengage Learning, Inc. IMAGINE PLACEMENT TEST: TEACHER’S NOTES


Use the score in the Speaking test to confirm/adjust placement. For example: A student got 28 points
in the General Placement Test (low end of level 4 placement), but the student got a score of 3 in the
Speaking section for level 4 (0–4 is a low score.) Then the student may be best placed in level 3. On the
other hand, if the student gets 5–10 points in the Speaking section for level 4, the student is then
assumed to be correctly placed at level 4.

RANGE ACCURACY FLUENCY INTERACTION COHERENCE


Can manage very
Has a very basic Shows only short, isolated, Can ask and answer
repertoire of limited control of mainly pre-packaged questions about
Can link words
words and a few simple utterances, with personal details. Can
or groups of
A1 simple phrases grammatical much pausing to interact in a simple
words with very
related to structures and search for way but
Levels 2-4 basic linear
personal details sentence expressions, to communication is
connectors like
and particular patterns in a articulate less totally dependent on
"and" or "then".
concrete memorized familiar words, and repetition, rephrasing
situations. repertoire. to repair and repair.
communication.

Uses basic
sentence Can answer questions
patterns with Can make and respond to
memorized Uses some him/herself simple statements. Can link groups
phrases, groups simple structures understood in very Can indicate when of words with
A2 of a few words correctly, but still short utterances, he/she is following simple
Levels 5-6 and formulae in systematically even though pauses, but is rarely able to connectors like
order to commu- makes basic false starts and understand enough "and, "but" and
nicate limited mistakes. reformulation are to keep conversation "because".
information in very evident. going of his/her own
simple everyday accord.
situations.

© Cengage Learning, Inc. IMAGINE PLACEMENT TEST: TEACHER’S NOTES

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