The Dynamic Placement Test (DPT) has been used extensively for English level testing across the Middle East and North Africa. In this post we look at how British Council Libya deploys the test as a key component in their teacher training program. Amina Shebani, English Programmes Consultant, shares her experience of the project.
Can you give me an overview of the teacher training course?
AS: Yes, we at British Council Libya run a professional development program for primary and secondary school teachers of English. It’s aimed at those who work in the state sector, and participants generally have a low level of English. To get onto the course, which is very popular, teachers are shortlisted based on their responses on the application form and we then interview them by phone. The next step is to take a placement test and for this the training team had a number of key requirements.
And what are those requirements?
AS: Quite a few! Due to specific considerations on the ground in Libya, it’s essential that the placement test:
- can be administered online and is accessible at home (Libya is a huge country and travelling to one test centre is impractical);
- runs on mobile (a lot of teachers don’t have laptops at home);
- is simple and intuitive to use, and doesn’t require live support;
- is able to operate during electricity and internet cutouts, which are common;
- has support in Arabic.
The Dynamic Placement Test meets all these requirements and so we selected it for the project. We’ve used it to test between 200 and 300 teachers per year since 2022.
Can you tell me how the test fits into the project?
AS: Well, there have been no English development programs run in Libya for several years. Any that were run before were all written-based and, from an administrator’s perspective, very troublesome and arduous to run. So the first point is that we needed components to be online. The four main online tools we use are Zoom, Whatsapp, email and DPT.
The first program started in October 2022 and the most recent in August 2024. Each program runs for six months and 95% of it is online. We use DPT as a pre-test only. There is no post-test because it is not a language course – it is a teaching development course. So the purpose of DPT is to place teachers into the correct stream where they will be able to cope and get the most out of the course. Basically, we are training them in teaching techniques, methodologies and pedagogy and each course lasts for 70 hours. It saves a lot of trouble and time if we can place each teacher in the most appropriate class based on their language level right away.
And was DPT successful in delivering that outcome?
AS: Yes, we view DPT as a great success for a number of reasons. First of all, it’s affordable, and fitted into our budget. That was obviously essential. Then there are all the criteria I described above, and of those one I’d highlight is that DPT can continue to run even if the Internet goes down halfway through the test. This is so beneficial and reassuring for teachers. And most importantly, we have found that learners have been accurately placed – in the last 2 years we haven’t had to move anyone into another class.
One other feature that both the trainers and learners like is the certificates. They are motivational and a nice item to have as a test taker. The auto-sending function makes it easier for the administrator, so it’s beneficial for both parties.
You also mentioned the DPT support materials in Arabic.
Arabic support materials are enormously helpful for teachers who are new to tech (for example, those who don’t have a laptop or computer), or who are older and not used to technology. We used all the components which are in Arabic:
- the Arabic explainer video
- the Arabic user guide
- the instructions within the test itself in Arabic
- and the Arabic question type video
It really helps the test takers know what to expect, and builds confidence in taking the test. Some teachers simply disappear or go quiet once they know they have to take a test, but all the Arabic support improved test taker confidence and reduced the number of questions and problems administrators get.
And how about the future?
We aim to continue with this model of teacher training courses which has proved so popular. And we’ll definitely keep using the Dynamic Placement Test! It’s a bit early to talk about our exciting upcoming plans, but do keep an eye on our website!
Many thanks to Amina Shebani for sharing the details of this challenging project, which she and the team have made so successful for Libyan teachers.
