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I agree with all that you say Helen, but particularly the last sentence. We are currently dealing with serious complaints from learners who want to 'have a go' at taking all 3 modes when their course lasted just a year, part-time. They believe that it's their right, especially when they've paid for the course. Joy Porter From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of Helen Cottington Sent: 15 May 2009 17:18 To: [log in to unmask] Subject: Re: useful website[MESSAGE NOT SCANNED] Very interesting! I will have a look at our results from last year in light of your comments. I have to say that we are now much more strict about not moving people up if they haven't got through all 3 modes-however much we like them and how ever many times they've repeated the same level for exactly the reason Matt outlines-that is that not only does the gap get wider-ie. the profile more spikey-but also the class becomes harder to teach. I think one of the hardest things is to convince students that it can take more than a year to be ready to take and pass all 3 modes-especially on part-time courses such as we run. Helen -----Original Message----- From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of Matt Davis Sent: 15 May 2009 16:52 To: [log in to unmask] Subject: Re: useful website This 'lag' as you go up the levels is quite a common phenomenon in language teaching. Part of the reason is that learners who progress year to year may just have scraped through the previous level (or maybe not even passed it but been progressed anyway, just because you like them, or because they can't do E3 AGAIN!), while the new ones are in that level on their merits (as shown by your IA results). That applies for all the levels but the gap gets wider each time you progress when, strictly speaking, you shouldn't/ Does that explanation make sense? I think in the case of ESOL it's also that the R&W side of the exams change at Level 1 to the National Literacy Test. Matt Matt Davis Research and Development Manager City of Bristol College Bedminster Centre (2.07) Marksbury Road BS3 5JL 0117 312 5557 07739 863 450 >>> Rachel Thake <[log in to unmask]> 5/15/2009 4:12 pm >>> We have just had the Cambridge ESOL Reading results back. As usual, there is a high pass rate at the Entry levels and much lower achievement at Levels 1 and 2. The overriding problem is that the learners who progressed from Entry 3 to Level 1 have very poor success rates, whereas those who were assessed as working towards Level 1 or 2 at initial assessment achieve much better. The jump from Entry 3 to Level 1 seems to be too challenging for most students to achieve in one year - even for those on full-time courses. Achievement is particularly low for those educated outside the European setting. Any thoughts, suggestions, strategies? Rachel Thake ESOL Programme Leader TVU Crescent Road Reading RG1 5RQ tel: 0118 967 5551 *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask] *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. 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