MOTION
That Senate approve the participation of Simon Fraser University
in the' development and implementation of the English Placement
Test proposed by the Department of Education.' It is understood
that this will involve:
l.
'. .The naming (by the'President) of an individual toan
'ad hoc committee for refining the objectives of such a
test.
2.' Participation, either directly or through representation
of the universities generally, in the governing board for
the test.
3. Making available the data relevant to research associated
with the development of the test, i.e. high schqol and
university English grades.
.
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4.'.A commitment not to use the test foradmissions
purposes, at least during the two year development period.
5. An opportunity to confirm participation or to opb out after
the test objectives are further defined in the near future.
Note: ?
During the past two years, in particular, sever4groups
have responded publicly tothe perceived diversity in the,-English
language skills of students entering colleges and universities in
B.C. The University of Victoria has been co-operating.wi,.th a
U.S. testing agency in administering College Entrance'Eamination
Board tests, has found English Composition scores on that test
low and the correlation between those scores and freshman GPA high.
Test scores have been used to place students (by counselling) in
particular first-year English courses with an emphasis on composition.
U.ViC. representatives indicate, however, that they hope to eliminate
the offering of such courses for credit. The UBC Senate has passed
a resolution indicating its desire to eliminate "remedial" work in
language skills by 1978. Most, if not all, of the Community Colleges
have instituted some form of diagnostic testing for university
transfer students. ?
They are making valiant efforts to follow up
such testing with differentiated instruction, e.g. Composition,
English as an Additional Language. SFU introduced in 1975 for credit
ENGL 010-3 Writing, an open-ended course with credit/no entry
grading, designed to "help students improve their effectiveness in
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written expresssion." The English Department has during the past
year experienced, some difficulty in handling within one course the
range of needs for language skills represented in the students who
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Senate
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SeptL21, 1976
register. In addition to ENGL 010, SFU offers some assistance,
through Reading and Study, in the field of English as an Additional
Language.
The English Studies Committee, a group of instructors from
colleges and universities, some time ago recommended to the Minister
of Education the development and implementation of a province-wide
English Placement Test. Their emphasis is on diagnosis for
differential treatment rather than screening. The Minister of
Education has been very responsive thus far and, at a preliminary
meeting (summary attached) representatives of each university and
most colleges expressed interest in continuing the
process of
development. At this point, the indication is that all costs will
be borne by the Department of Education.
It is recognized that the development process in itself is
difficult, that it will not likely be successful without the full
support of colleges and universities, and that implementation plans
have yet to be developed. From the perspective of college and
university personnel, placement testing is most likely to be helpful
if it can be carried out in the secondary schools well in advance of
admission.
SFU representatives at the meeting (D.R. Birch, H.M. Evans,
.
A. Mc Millan, B. McDaniel) recommend acceptance of the above
recommendation.
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Proposal on a Province-Wide English Placement Test
The Deputy Minister of Education convened a meeting of
officials of colleges and universities at Douglas College
(Richmond Campus) on September 16, 1976 to:
"discuss the educational desirability and feasibility of
developing and administering a Province-wide English
Placement Test. The proposed plan would be a voluntary
program for the participating colleges and universities."
The meeting was chaired by J. Carter, currently seconded
to the Department of Education in the area of Educational Policy
Development; was attended by representatives from the Department
of Education, from almost all the colleges, and from the three
public universities (SFU: Birch, Evans, McMillan, B.McDaniel).
Various reasons were stated for presenting the general
proposal including: recommendation by the English Studies Committee
that there be a. suitable test on English Composition; a study
prepared by G. Mussio last year; evidence of UBC and other
agency concerns about English, including recent UBC decisions in
this area. It was also stated that there was no interest in
laying blame but rather finding a solution to some current
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difficulties, even more so than identifying the cause.
It was emphasized that the main area of interest was
placement testing rather than admission selection as the former
could find favour whereas the latter would likely be opposed by
the Teachers' Federation. (A two year study is envisaged on the
basis of which there might be recommendations on placement or
admission selection, or dropping the development.) Participation
by the individual institutions would be optional but if there were
not strong participation, the proposal would likely be dropped.
It was stated that there were a number of implications,
notably -- a requirement for differential sections of English,
if it is to be worthwhile; a desire to improve significantly
the quality of writing at post-secondary institutions; a study
(with improvement) in the high school grade as a predictor of
success in post-secondary academic studies. The em
p
has is
would
be on post-secondary academic areas, although there might be
some use in the career program areas.
The Basic Proposal
1.
Each institution decides whether it wishes to participate
- at this stage
2.
If it does, then appoint a teacher of English, or another
individual, to a committee which will be charged to establish
the nature and form of the test (not the content)
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Proposal (cont'd)
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3. When this stage is reached, decide finally on whether
or not to participate.
A Board would then be established (Department of Education,
universities, colleges) to overview development. An outside
agency would design, administer, research, etc. the test. A
Participating institution must be prepared to make available
(or there must otherwise be available) the English Test score,
the high school English grade, the first-year English performance.
The Chairman emphasized that there were no "funding"
implications in the proposal; that there was a service being
proposed in which institutions could accept or reject participation.
It was agreed that it would not necessarily be a mandatory require-
ment on the student but that the testing could be used by a
Participating institution in an elective manner, i.e. counselling/
advising rather than making it a requirement.
(A UBC
representative
indicated that the UBC Senate wished
institutions to get free of remedial instruction in English and
Mathematics and a U.Vic representative indicated the desire to
get free from "credit" remedial work.)
J. Carter indicated intent to
ask
the high schools to provide
for the study purposes (not transcript purposes) split grades for
Enlish Literature/Composition.
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A Suggested Time Table
1976 Oct. 29
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English teachers and Dept. of Education Committee
of those participating appointed (to establish
nature/structure of test)
Nov. 1 ?
Final decision by Minister of Education to proceed/
not proceed
Nov. 15 ?
Board established for overview (Department of
Education, universities, colleges, teachers)
Dec. 31 ?
Form of test established
1977 ?
Feb. 28 ?
Trial testing
Apr.-June Test administration - colleges/universities -
and/or schools
July 31 ?
Results to colleges/universities
Sept. ?
First week, before registration second form of
test for those not tested
1978
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Jan. ?
Third test form administered.
(This is a suggested time-table, not fixed -- (and not fully
accepted). There was not agreement or deOision on where
tests would be administered. There was emphasis on wanting
the first stage of decision on participation reached quickly.
The response was affirmative from those institutions
represented, - subject to placement before Senates, Councils,
etc.
