UIC Graduate College - University of Illinois at Chicago
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PE FAQs

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What is a Performance Evaluation (PE)?
The ITAP Performance Evaluation (PE) is a 10 minute mini-teaching demonstration on a topic that is basic to the ITA’s field, and something that their department would expect any new ITA to be able to explain to an undergraduate student or someone who is unfamiliar with the field. 

During the PE there are two evaluators. One evaluator will observe and rate language production skills, and the second evaluator will act as a “student” and rate presentation and interaction skills. The “student” evaluator will take notes, ask questions, and interact with the ITA as if they were in an actual classroom situation, though both evaluators may ask questions throughout the PE.
The presentations are video-recorded for ITAP certification records and consultation needs. The ITA may also request a copy of the PE for their own review.

 
What is the Performance Evaluation (PE) process?
 
  • Immediately after an appointment has been made, the ITA will send two possible PEtopics that are basic to the ITA’s field to itap@uic.edu. ITAP will choose one of those topics for the ITA to present, and 36 hours before the scheduled appointment time ITAP will email the chosen topic to the ITA, along with instructions for preparing for the PE.
  • On the day of the PE, the ITA will check-in 5 minutes before their scheduled time at Behavior Sciences Building (BSB) 237. (ITAP is located on the second floor, near the central staircase.)
  • Two evaluators will be present to videotape and rate the presentation; One evaluator will act as a “student” and take notes, ask questions, and interact with the ITA as if they were in a real classroom situation. The second evaluator will observe and rate language production skills as well as monitor the timing and videotape. They may also ask questions.
  • The ITA will be given 10 minutes to give their presentation.
  • At the end of the presentation, the “student” evaluator may ask an additional question or two for clarification.
  • The ITA will then present a quiz question to be answered by the “student” evaluator. The ITA will explain and discuss the answer with the “student” in order to simulate an interaction that might take place during the ITA’s office hours.
  • Results for the PE are sent to the ITA via email. The ITA’s department is also sent a letter stating the ITA’s Oral English Proficiency Certification status and TA teaching recommendations.
 
 
How do I prepare for the PE?
 
The ITA must prepare the following:
 
  • A 10 minute presentation on one of two topic choices that is sent to the ITA 36 hours before the scheduled appointment time. The presentation should be prepared as if the ITA were going to present the information to an undergraduate student or someone who is unfamiliar with the field.
  • Prepare a handout that will help students better understand the material. Bring 2 copies to the presentation:
  • It should be in outline form. Do not include too much information.
  • t can include pictures, formulas, charts, or graphs that will help understanding.
  • It should leave enough room so students can take notes.
  • One quiz question that checks the “student” evaluator’s understanding of some aspect of the material presented. The quiz question should require a little thinking on the part of the “student.” For example, an appropriate quiz question might be: Name the steps in the process presented, and specific your understanding of the purpose/function of each step.
 
Suggestions/Tips:
 
  • Make an outline of the material that you intend to present. Keep in mind that the presentation is only 10 minutes. Do not try to cover the entire topic in 10 minutes.
  • Make notes or highlight key words, and practice the pronunciation with a native speaker.
  • Be prepared to give clear examples or analogies in order to illustrate the concepts.
  • Prepare more than one quiz question ahead of time, so you can choose the one that is most appropriate to ask at the end of the presentation. Check with a native speaker for grammar and spelling.
  • Think about what you will put on the board and how you will organize the board visually, so that it is easy for the student to understand.
  • Think of questions that the student might ask you during the presentation, so that you are prepared to answer them.
  • Practice giving your presentation out loud a few times.
 
What NOT to do:
 
  • Power Point presentations are not accepted. We want to evaluate your language and presentation skills, as well as your interaction skills.
  • Donot write out your presentation word for word or plan to read it from a piece of paper. The PE is designed to assess your language and presentation skills, as well as your interaction skills.
  • Do not try to cover too much information. Technical terms and essential background information should not be the focus of the presentation. Remember it is only 10 minutes long, and meant to be presented to students at an introductory level, not to professors or colleagues.
 
 
Who is eligible to take a PE?
 
 
Students with a TOEFL iBT Speaking score of 24-25/Listening score of 22-23 or IELTS Speaking score of 7.0-7.5/Listening score of 6.5 and who the ITA Program feels that their overall communication skills may be strong enough to fulfill TA responsibilities are eligible to take a PE. (See Oral English Proficiency Certification Process)
 
 
How do I arrange to take the PE?
 
Once it has been determined that the ITA is eligible for a Performance Evaluation (see Oral English Proficiency Certification Process), and they have contacted itap@uic.edu, the program coordinator will email the ITA an appointment schedule. The ITA will choose an appointment time from the options on the schedule. After an appointment has been made, the ITA will be emailed instructions for preparing the PE and two field-related topics 36 hours before the scheduled appointment time. The ITA must choose one topic to present.
 
 
Is there a charge for the PE?
 
There is no charge to the student for the Performance Evaluation if it is done for the purpose of the Oral English Proficiency Certification in order to receive or retain a Teaching Assistantship.
 
 
How long does it take to get the results of a PE?
 
The pre-semester results will be emailed to the ITA and the ITA’s department generally within 48 hours. When PEs are done in the middle of the semester when the ITA Program staff is also teaching classes, it may take longer for the results to be sent.
 
 
Does everyone need to take a PE?
 
Only students who are eligible to take the PE (See Oral English Proficiency Certification Process) must take it. If you are required to take ESL 401, and complete one semester of the course, you will take a PE at the end of the semester.
 
 
 
 
 
 
How is the PE scored?
 
 
Students are scored according to the following criteria:
Language Skills (Language Skills are Double Weighted)
Delivery
Production
Structure & Vocabulary
Listening/Fluency
 
Volume
 
Pace
 
Pausing
 
Vowel production
 
Consonant production
 
Word stress
 
Key word timing
 
Thought group units
 
Intonation
 
 
Basic sentence structure
 
Verb tense consistency/sensitivity
 
Sufficient amount of working vocabulary
 
 
Listening comprehension
 
Appropriate responses
 
Interaction ease
Presentation Skills
Presentation of Information
Interaction with Audience
Office Hours Interaction/Quiz Question
Notes/outline
 
Production & support of key terms
 
Visual support
 
Transitions
 
Use of examples/analogies
 
Adjusting for comprehension
 
Fielding of questions
 
Demonstrated comfort/confidence
 
Eye Contact
 
Handling of miscommunication
 
Well-formed quiz question
 
Allow sufficient wait time for students to ask questions and process information
 
Clear and concise explanations
 
Appropriate TA tone
           
 
 
 
 
 
 
 
 
 
Scoring Rubric for Performance Evaluation:
 
 
Language Skills
 
 
40
 
 
50
 
 
60
 
 
Delivery: volume, pacing, pausing
 
Two or more elements cause significant listener effort
 
One or more elements cause some listener effort
 
None of the elements cause significant listener effort
Production:
 
Vowel and consonant production, word stress, key word timing, thought group units, and intonation
 
Two or more elements cause significant listener effort and gaps in reception
 
One or more elements cause some listener effort but does not significantly interfere with reception
 
None of the elements cause significant listener effort
 
Structure and Vocabulary: basic sentence structure, verb tense consistency/sensitivity, and vocabulary
 
 
Two or more elements do not allow for continuous understanding of ideas (e.g., awkward simple sentence structure, lack of verb tense consistency/sensitivity, lack of working vocabulary)
 
One or more elements may cause some listener effort (e.g., some verb form/tense errors, inconsistent discourse sensitivity, lack of some vocabulary)
 
None of the elements cause significant listener effort
Listening Fluency:
 
Listening comprehension, appropriate responses, interaction ease
 
Apparent repeated listening comprehension gaps and/or responses to questions are not always appropriate
 
Apparent comprehension and appropriate responses
 
Regular appearance of comprehension and appropriate responses; handling of interaction with ease
 
 
 
 
Presentation Skills
 
 
40
 
 
50
 
 
60
 
 
Presentation of Information: notes/outline, production and support of key terms, visual support, transitions, examples and analogies
 
Only two of the five elements are demonstrated at an effective level
 
Three-four of the five elements are demonstrated at an effective level
 
All elements are regularly at an effective level
Interaction with Audience:
 
Adjusting for comprehension, fielding of questions, demonstrated comfort/confidence, eye contact, miscommunication handling
 
Only two of the five elements are demonstrated at an effective level
 
Three-four of the five elements are demonstrated at an effective level
 
All elements are regularly at an effective level
Office Hours Interactions/Quiz Question:
 
Well-formed quiz question, clear and concise explanations, sufficient wait time for student to process information or ask questions, appropriate TA tone
 
Only two of the five elements are demonstrated at an effective level
 
Three-four of the five elements are demonstrated at an effective level
 
All elements are regularly at an effective level
 

Do I receive my score?
 
Results for the PE are sent to the ITA via email. The ITA’s department is also sent a letter stating the ITA’s Oral English Proficiency Certification status and TA teaching recommendations.
 
The pre-semester results will be emailed to the ITA and the ITA’s department generally within 48 hours. When PEs are done in the middle of the semester when the ITA Program staff is also teaching classes, it may take longer for the results to be sent.
 
 
Can I use this PE score at other institutions?
 
The UIC PE score is not transferable to other institutions. However, if the ITA receives Oral English Proficiency Certification, the certification letter received by the ITA’s department may be used as verification of Oral English Proficiency at other institutions, if the other institution accepts the verification. The ITA should check with their department and the other institution about their policies regarding Oral English Proficiency Certification.
 
 
 
What does my score mean?
 
A score of 40-45 means that the ITA cannot be fully certified, and is only recommended for a provisional TA status with minimal student contact such as tutoring, grading, or office hours.
Skills such as volume, pace, and pausing regularly obscure meaning, and skills such as vowel and consonant production, word stress, and intonation require significant listener effort. Elements of language use such as basic sentence structure, verb tense consistency, and working vocabulary do not allow for a continuous understanding of ideas. There are also gaps in listening comprehension and a lack of appropriate responses. In addition, presentation skills such as outlining, support of key terms, transitions, fielding questions, and miscommunication handling are not demonstrated at an effective level.
 
A score of 45-50 means that the ITA cannot be fully certified, and is recommended for a provisional TA status, but is allowed TA responsibilities such as conducting a lab, giving a lecture, or leading a discussion session, in addition to tutoring, grading, and office hours.
Skills such as volume pace, and pausing require some listener effort, and skills such as vowel and consonant production, word stress, and intonation somewhat interfere with comprehension. Elements of language use such as basic sentence structure, verb tense consistency, and working vocabulary allow for some continuous understanding of ideas, but ideas are not expressed clearly and succinctly. There are some gaps in listening comprehension and some lack of appropriate responses. In addition, presentation skills such as outlining, support of key terms, transitions, fielding questions, and miscommunication handling are demonstrated at a somewhat effective level.
 
A score of 50 means that the ITA can be granted full Oral English Proficiency and can be fully certified.
Skills such as volume pace, and pausing require little listener effort, and skills such as vowel and consonant production, word stress, and intonation do not interfere with comprehension. Elements of language use such as basic sentence structure, verb tense consistency, and working vocabulary allow for continuous understanding of ideas, and ideas are expressed relatively clearly and effectively. There are few to no gaps in listening comprehension and responses are generally appropriate. In addition, presentation skills such as outlining, support of key terms, transitions, fielding questions, and miscommunication handling are demonstrated at a sufficiently effective level.
 
A score of 60 means that the ITA can be granted full Oral English Proficiency and can be fully certified.
Skills such as volume, pace, and pausing require no listener effort, and skills such as vowel and consonant production, word stress, and intonation allow for easy comprehension. Elements of language use such as basic sentence structure, verb tense consistency, and working vocabulary allow for easy understanding of ideas, and ideas are not expressed clearly and succinctly. There are no gaps in listening comprehension and responses are consistently appropriate. In addition, presentation skills such as outlining, support of key terms, transitions, fielding questions, and miscommunication handling are demonstrated at a very effective level.
 
 
How often can I take a PE?
 
The PE can only be taken up to two times a semester. ITAP only schedules PEs during the first week of the semester and the last two weeks of the semester. If an ITA arrives at any time mid-semester, and is eligible for a PE, they must wait until the end of that semester to take the PE.