Ray – BEST test
BEST Test (B-Speak English Skills Test)
|Teacher’s name:||Dawn G.|
|MBA School / Status (i.e., applying, on wait list, conditional admit, 1st year, etc.)||McDonough (accepted)|
|Student’s goals for the course:||1st, enhance my oral English ability, and I could use English further freely to express my ideas; 2nd, improve my pronunciation.|
|Date of Pre-Assessment||Thursday, June 23, 2016|
ORAL-COGNITIVE SKILLS (Levels)
|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?||2|
|2. What should an American expect at a typical business dinner in your country?||3|
|3. Describe a company in your native country whose future looks especially bright. Tell why you think this company will be a success.||2|
|Further comments on student’s oral-cognitive skills in previous responses:||We ran out of time to complete all the interview questions. Ray’s responses start out and end strong but often he gets lost in the middle. He tends to talk in run-on sentences, often missing the core question. He needs to focus more on quality rather than quantity. We need to get him to adopt a direct and concise approach to academic English.|
|Comment specifically on student’s vocabulary –both strengths (use of business terms, idioms, phrasal verbs) and weaknesses (imprecise word choice, incorrect word forms)||Ray has extensive vocabulary and likes to use it, but it is often in the wrong form of the word.|
|Comment on student’s grammatical usage (verb tense, passive voice, modals, conditional, make vs. do; prepositions, etc.)||Like most Chinese speakers, Ray often eliminates articles and subjects. He also needs to review adverb placement rules. And knowing when to use the simple past continues to be a challenge.
|Pace, volume, pitch:|
|Fillers (“um,” “like,” “how to say,” etc.)||Ray frequently uses the filler “how say.”|
|Eye contact, body language||Very good!|
|Rhythm, stress, intonation||Not bad, but he needs to work on some consonant clusters and short vowel sounds.|
|Word endings (e.g., final “s” and “ed” sounds)||He rarely uses past tense verbs. This needs work.|
|Consonant & Vowel Sounds (include examples of problem words)||VOWELS: creative; enthusiasm; coach; process sea; seat.
CONSONANT CLUSTERS: small; smooth; trip; answer; dreaded.
|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.|