Assessing Speaking

Assessing SpeakingPresented by :Anak Agung Gde Rai Wirawan

Yulianingsih

Ida Ayu Litha Yusnia Dewi

Ni Made Yuliartini

IntroductionAssessing Speaking

Speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy of effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production testAssessing Speaking

Imitative Intensive Responsive Interactive Extensive

Imitative Phonepass A popular test that use imitative production task is phonepass, a widely used, commercially available speaking test in many countries

Intensive SpeakingSentence/ Dialogue Completion Tasks Test-takers are first given time to read through the dialogue to get its gist and to think about appropriate lines to fill in.

Translation

The test administrator elicits a particular grammatical form or a transformation of sentenceDirect Respon One of the more popular ways to elicit oral language performance at both intensive and extensive levels is a picture-cued stimulus that requires a description from the test-takersTranslation is a part of our tradition in language teaching that we tend to discount or disdain, if only because of our current pedagogical stance plays down its importance. Intensive reading-aloud tasks include reading beyond the sentence level up to a paragraph or twoPicture-Cued Tasks

Read-aloud

Responsive Question and Answer

Question and answer task can consist of one or two questions from an interviewer, or they can make up a portion of a whole battery of questions and prompts in an oral interviewParaphrasing This type of assessment requires students to listen to a 4 to 6 sentence paragraph. Upon finishing the paragraph, instructors prompt students to give a 1 to 2 sentence summary of what they just heard.

Giving Instructions and Directions

This type of assessment entails a student asking the teacher questions. Essentially, the student assumes control over the conversation

Interactive intervieworal production assessment is mentioned the first things that comes to mind is oral interview : a test administrator and a test-taker sit down in a direct face to face exchange and proceed through a protocol of questions and directives.Role PlayRole playing is a popular pedagogical activity in communicative language-teaching classes. Within constrains sets forth by guidelines, it frees students to be somewhat creative in their linguistic output.

Discussion and ConversationDiscussion and conversation with and among are difficult to specify and even more difficult to score. Assessing the performance of participants through scores or checklist course, discussion is an integrative task, and so it is also advisable to give some cognizance to comprehension performance in evaluating learners.

Games Games are usually the easiest way to get students engaged in learning English. One type of interactive game assessment is information gap grids

Extensive Oral PresentationsOral presentations would not be uncommon to be called on to present a report, a paper, a marketing plan, a sales idea, a design of new product, or method in academic a professional arenas.Picture-cued Story tellingPicture cued story telling is one of the most techniques for eliciting oral production is through visual picture, photographs, diagrams, and charts

Retelling StoryThis is type of task in which test-takers hear or read a story or news event that they are asked to retell. In this form of extensive speaking assessment, students re-tell a story they heardTranslation Translation of words, phrases, or short sentences was mentioned under the category of intensive speaking. The longer texts are presented for the test-takers to read in native language and translate into English.

What test commonly used???

Sentence/ Dialogue Completion Tasks and Oral Questionnaires

Match these sentences on the left hand to the suitable sentences on the right hand!A: Do you agree If we go out tonight?B: yes, I agreeA: Their performance are very attractiveB: . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . clean this room, please?B: Yes, of courseA: Ill go to the party tonight, but I dont have a blouse.. . . . . . . . . . . . . . . . . . . . . . .a blouse?B: Dont worry

A: . . . . . . . . . . . . . . . . . this computer? B: Thank you so much. I really need it.

Can you help meDo you needDo you agreeCould you borrow me. No, I dont think so. Its boring.

The strength of this technique lies in its moderate control of the output of the test-taker. While individual variations is responses are accepted, the technique taps into a learners ability to discern experiences in a conversation and to produce sociolinguistically correct language.

The weakness of this technique is its reliance on literacy and an ability to transfer easily from written to spoken English and is the contrived, inauthentic nature of this task: couldnt same criterion performance be elicited

What is the sretches and the weakness??

Lesson PlanStandar Kompetensi : Mengungkapkan makna dalam teks lisan funsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar: Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

Indikator : Mampu mengungkapkan dam melakukan monolog dalam wacana sederhana berbentuk descriptive dengan ragam bahasa lisan secara akurat, lancar dan berterima.

Tujuan Pembelajaran Diberikan kesempatan pada siswa untuk mengungkapkan makna gagasan dalam wacana berbentuk descriptive dengan ragam bahasa lisan secara akurat, lancar dan berterima untuk lingkungan sekitar

Membuat deskripsi lisan berdasarkan gambar dan kata-kata kunci tersebutKey words: BeautifulBrightly coloredFour large wingsSlim, hairlessClub-shaped antennae(feelers)Feed on the nectar of flower on fruit

Contoh deskripsi :

I see a butterfly perch on a flower. Let me try to describe it for you.The butterfly is very beautiful. It is brightly colored. It has four large wings used to fly from one flower to another flower. Do you know what it does while perching on the flower? Yeah. It sips the nectar. As we know, butterflies feed on nectar or on fruit.The butterfly has a slim and hairless body. It also has club-shaped antennae. The antennae functions as feelers.

Choose one of the pictures below. Describe what you see in the picture!!!(five until seven sentences)

Aspek URAIANSKORKelancaran Sangat lancarLancar Cukup lancarKurang lancarTidak berbicara43210Kejelasan maknaSemua ucapan jelas dan dapat dipahamiSebagaian besar jelas dan dapat dipahamiSebagaian kecil jelas dan dapat dipahamiSemua ucapan sulit dipahamiSemua ucapan tidak dapat dipahami43210Pelafalan Semua ucapan benarSebagaian besar ucapan benar Sebagaian kecil ucapan benarHampir semua ucapan tidak benarSemua ucapan tidak benar43210Rubric Penilaian 19Intonasi Semua kata, frasa dan kalimat benarSebagaian besar benarSebagaian kecil benarHampir Semua kata salahSemua kata salah43210Penjiwaan Sangat baikBaikCukupKurang baikTidak ada penjiwaan43210Skor maksimal = 20Nilai siswa = Skor Perolehan X 10 =.. 20

Picture-cued Tasks. Picture-Cued Tasks A picture-cued stimulus requires a description from the test-taker. It may elicit a word, a phrase, a story, or incident. This form of assessment entails an interviewer asking students what is in the picture or what is happening in the picture. Picture-cued test will make test-takers open their imagination about a picture or things, improve their vocabulary, and test-takers can describe about a things by using oral language performance.

What test and why do you choose it???