Anton – BEST test

BEST Test (B-Speak English Skills Test)



Student’s name: Anton
Teacher’s name: Joe R.
Course Hours: 30
MBA School / Status (i.e., applying, on wait list, conditional admit, 1st year, etc.) Darden (wait list)
Student’s goals for the course: 1. My major was Russian language, I hope to rebuild my confidence of speaking English, improve my English communication skills as well as to get American pronunciation
2. In order to thrive in Darden classes, get familiar with business English.
Date of Pre-Assessment Wednesday, April 6, 2016


1 – Response demonstrates misunderstanding of key ideas in the question (stimulus). Ideas are not cohesive so that familiarity with the stimulus is necessary to follow what is being discussed.

2 – Response conveys some relevant information but is incomplete (missing key ideas). Expression of information is awkward and meaning is consistently unclear.

3 – Response exhibits some incompleteness, inaccuracy, lack of specificity, or choppiness in the progression of ideas.

4 – Response is sustained and conveys relevant information required by the task. Details are appropriate but may have minor errors and/or omissions.

5 – Response communicates relevant content in an organized fashion. Details and examples are included. Meaning is clear.

1.   Personal/Warm-up: Talk about the reasons you decided to go to business school. Follow-up: What are you planning to do after graduation?      4
2.  What should an American expect at a typical business dinner in your country?      1
3.  Describe a company in your native country whose future looks especially bright. Tell why you think this company will be a success.      2
4. What makes a good manager?      3
5. When you’re on a team, what role do you tend to play?      3
6. Discuss the decision-making process when a company is considering an IPO.      1
7. Imagine that you, as a manager, want to differentiate your product from your competitor’s. What would you do?      3
8. As a manager, what steps would you take to motivate your team to reach the company’s sales targets?      3
9. What are the advantages and disadvantages from hiring inside?      3
Further comments on student’s oral-cognitive skills in previous responses: Anton’s greatest problem is his weak listening skills. Question #2 had to be rephrased 3 times before he understood what was being asked. Sometimes just a single word (“hiring” in question #9) proved to be a roadblock.
Comment specifically on student’s vocabulary –both strengths (use of business terms, idioms, phrasal verbs) and weaknesses (imprecise word choice, incorrect word forms) Anton consistently struggles to explain more complex ideas, and he struggled to find words and expressions when describing concepts such as “motivate,” “role model,” etc.
Comment on student’s grammatical usage (verb tense, passive voice, modals, conditional, make vs. do; prepositions, etc.) Word forms: “the economic in China has become better”; “do some surveys to analysis the needs of our customers;”

Comparatives/Superlatives: “Jack Ma, who is the most rich people in China;” “the price is much more cheaper”

BE Verb missing or wrong form: “I was used to order products;” There will some custom fees;” I encouraged them to involve more in the local culture;” “I haven’t involved in such problems;” “I think it will more helpful me;” “I was become more fat.”

Pace, volume, pitch: Anton frequently stuttered and had obvious difficulties coming up with the correct words to use. His volume is good except sometimes his pitch drops at the ends of words.
Fillers (“um,” “like,” “how to say,” etc.) Anton frequently uses the filler “how say …” when pausing to collect his thoughts. I’m sure he’s not even aware of this, but it is very distracting for the listener!
Eye contact, body language Anton does a good job of keeping eye contact and comporting himself with body language that is friendly and accessible.
Rhythm, stress, intonation Anton has a good ear for pronunciation. He stresses the appropriate syllables and words. His
Word endings (e.g., final “s” and “ed” sounds) He needs to work on his “s” and “ed” sounds, in addition to making some consonant endings a bit stronger like /p/, /t/, and /d/.
Consonant & Vowel Sounds (include examples of problem words) VOWELS: “oo” sound – good (not gude); /iy/ – Peking (not pecking); read (not ride);
/ai/ – hire (not hair); /ae/ – lack (not like); dipthongs – create (not crate)
CONSONANTS: /th/- seventh; /zh/ – usually; final /s/ sound – resources (not resorts)
How intelligible would the student’s speech be to a native English speaker (who is NOT an ESL teacher)? · Mostly comprehensible: Accent and pronunciation rarely causes misunderstandings. May require elaboration.