The Appeal Exam
- Purpose and Rationale
-
Components of the
Appeal Exam
- Evaluators
- Evaluation
criteria
-
General Rating
Criteria
- Specific Rating
Criteria
- Preparation for the
Exam
-
Final Ranking Codes
The Appeal Exam provides candidates who
score NC4 (borderline fail) with a second opportunity
to demonstrate their English skills. Students who feel that
their performance in the initial TEPAIC oral interview did not
accurately reflect their readiness to use English to carry out
the duties of an AI may register to take a teaching performance
exam.
This exam evaluates English language
skills in the context of the classroom and the office hour. The
Appeal exam is not a test to determine pedagogical skills.
However, competent public speaking and teaching skills,
familiarity with field specific vocabulary, and effective
communication strategies can sometimes compensate for language
limitations.
In addition to a short interview,
candidates demonstrate their ability to teach at an
undergraduate level, answer questions in an office hour role
play, and respond to typical student questions.
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The IU Appeal Exam is modeled on the
University of Michigan's Graduate Student Instructor Oral
English Examination.
The Appeal Exam consists of 4 components.
- Background interview
(5-10 minutes)
The evaluators ask the candidate general questions about
his/her background and educational interest.
The candidate is evaluated on the clarity, fluency and
intelligibility of his/her speech, on whether he/she is an
active participant in the dialogue, and on his/her ability
to understand the interviewers' questions.
- Teaching Segment:
Presentation of a short planned lesson (10 minutes)
The candidate prepares a short explanation of a problem or
concept. The topic should be appropriate for an
undergraduate audience in an introductory level course or
lab. Evaluators may interrupt a presentation to ask a
question about the material being introduced.
The candidate is evaluated on language skills, presentation
skills, teaching strategies and understanding of and
response to student questions. The candidate may use the
chalkboard to enhance the presentation. The evaluators
accept a variety of communication styles and are mainly
concerned with how well the candidate promotes comprehension
of the topic.
- Office-Hour Role Play
(5 minutes)
One of the evaluators will play the role of an undergraduate
seeking advice
or guidance about administrative matters related to the
course or subject matter of a lesson.
The candidate is evaluated on clarity and fluency of
expression, on interactional communication skills, and on
ability to grasp the intent of the question and to clarify
misunderstandings.
- Question Period (5
minutes)
Using a variety of voices, typical student concerns are
presented via videotape. The candidate responds to 10 short
questions (e.g., Excuse me, could you tell me where your
office is?). There is no single correct answer to the
questions.
The candidate is evaluated on his/her ability to understand
and respond appropriately to the majority of the questions.
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A team of three evaluators conducts the
Appeal Exam. The team consists of two language specialists from
the Intensive English Program in the Department of Second
Language Studies, and an undergraduate student. Each candidate's
department is invited to send a representative to observe the
interview and join the team.
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Immediately after a candidate finishes
his/her exam, the evaluators individually rate the exam, discuss
their evaluations and determine a group rating. The evaluators
decide how effectively the candidate communicates in an
instructional setting. Evaluators take into consideration that
newly arrived candidates may not be familiar with all the
conventions of teaching and classroom specific idioms used in
the various settings.
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Generally, candidates receiving scores of
C1, C2, and C3 are considered acceptable for a range of teaching
duties; they have exhibited the following characteristics during
the Appeal Exam:
Range and control of linguistic
repertoire Candidates use field-specific vocabulary
that promotes clear expression of concepts; use some colloquial
and idiomatic terms and expressions; use expressions and terms
to link concepts and highlight key points; may show some word
choice variation but this does not inhibit communication of
concepts; grammatical deviations, when present, are minor and
not particularly distracting.
Speech production Candidates are fluent and
understandable; they may have phonological variation or some
variation in rhythm or rate but are intelligible; speech is
clear and projected adequately.
Language use and instructional context awareness
Candidates are appropriately concise or elaborate depending on
context, frame or preview concept or link concept to prior
knowledge, convey a coherent explanation of a concept, offer
relevant examples or analogies, define terms, summarize or
rephrase points, understand student perspective, provide
relevant suggestions and guidance.
Interactive communication (verbal and non-verbal)
Candidates' gestures, eye-contact, and body language promote
intended communication; blackboard use or other visuals promote
communication of concepts; candidates anticipate what might not
be understood; they are attentive to communication and monitor
the communication; they understand spoken English well.
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Background Interview
Clarity, fluency and intelligibility of speech. Whether
candidates are active participants in the dialogue and their
ability to understand the interviewers' questions.
Teaching Segment
Clarity, fluency and intelligibility of speech. Presentation
skills including voice projection, organization of the lesson,
appropriate transitions, highlighting of important information,
use of field specific vocabulary, use of board work or other
visuals to promote communication, and ability to understand and
respond to questions.
Office-Hour Role Play
Clarity, fluency and intelligibility of speech. Interactional
skills, ability to understand the questions and negotiate for
meaning and clarify misunderstandings.
Question Period
How fully the candidates understand questions and how
appropriate their replies are.
Candidates will receive detailed
instruction on how to prepare for the Appeal Exam when they
register for it.
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