Teacher Interview on Grading Practices

I had an interview with Ms. Kim, Hye Eun on grading practices of Jeong Sang Language School. The Academic intensive courses of the school, specially designed for proficient middle school 1st and 2nd graders, features a mixture of content-based learning (CBI) and a test preparation course. This academic intensive program comprises three levels, and each course consists of one subject class and one preparation class for the Test of English as a Foreign Language (TOEFL). Students learn various subjects such as the language of literature, world geography, science, and modern world history in English using American textbooks as they progress through their levels of proficiency. Ms. Kim has been teaching TOEFL to middle school 2nd graders with a focus on listening and reading over three years. She earned her Masters in Education from Seoul National University. In undertaking this project my upmost interest was to know what and how the school assesses student’s progress in content-based learning.


Policy for Grading English Learners
Each semester consists of six months and during the semester students take two types of tests reflecting the types of learning from each class. Students take two content knowledge tests on what they have learned in a subject class, one in the middle of semester and the other at the end. Each comprehension test consists of approximately 20 multiple choice questions. The main purpose of this test is to assess students’ comprehension of content knowledge rather than knowledge of language. Along with two comprehension tests, students also take one more final examination. The final test includes 20 TOEFL listening questions and 30 TOEFL reading questions. In the middle of a course, students are asked submit one essay writing about a given topic as well. Students can submit a revised version reflecting teachers’ feedback.

Final course grades are calculated according to the following weighting system.
Content Knowledge Test 1 : 25%
Content Knowledge Test 2 : 25%
Final Examination : 50%
Essay Writing : Pass or Fail

Students must earn an overall grade of at least 80% and pass the writing test to successfully complete a level and to proceed to the upper level.
The school basically follows the same grading system for different ELD levels from low to high proficiency level. However, the contents of each test are appropriated according to the students’ level. When students are aware their learning is related to the contents of easements, they are more likely to sustain their efforts and be further motivated.


From Assignments to Grades
In a subject class, students are given a host of assignment about presenting their thoughts, opinions related to new content concepts either in speaking or writing. In contrast, in a TOEFL class, students are to take a mini TOEFL test on a weekly basis. Teachers, including Ms. Kim are supposed to keep all test records and their evaluation on student’s work on a computer system using an intranet program. At the end of the semester, teachers evaluate students’ overall performances in light of homework, attitudes, and class participation into five categories. However, these evaluations are only used as reference indicators of students.


Focus Students
Ms. Kim tries to give students extra help after class when students look troubled in class, usually in the form of consultation. Rather than giving more extra work to do at home, she tried to listen to and talk with a student first, and help them find their own solutions to their problems


Achieving the Standards
The school has formative assessment along with summative assessment. Students can improve their writing work by having opportunities to revise their first draft until they finally submit for grading. In a subject class, a teacher is entitled to decide whether to repeat or skip a certain part of chapter based on students’ performances in a class. In a test preparation course, the test scores of weekly mini tests often serve as guides for students. These tests allow students to improve their score by focusing on the weakest area until the final examination.