Speaking assessment test
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Transcript of Speaking assessment test
UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
Departamento de Lenguas
SPEAKING TEST DESINGASSESSMENT
TeacherGabriela Sanhueza
José Miguel Casanueva H.
Makarena Sánchez C.
Concepción, June 2014
Speaking test
I. List of test specifications from Luoma (2004).
The test’s purpose To assess student’s domain of units contents at the end of the semester
Description of the examinees First cohort. University level
Test level Intermediate level of English.
Definition of construct (theoretical framework for the test)
Student should be able to compare and contrast pictures about holidays and discuss the perfect vacation for them.
Description of suitable language course or textbook
The students work throughout the semester was based on the textbook “Objective PET”, from Cambridge University Press.
Number of sections/papers This oral test is divided in two sections-1st section: Compare and contrast pictures about holidays-2nd section: Get to an agreement
Time for each section/paper 1st section: 1 ½ minutes per test-taker2nd section: 3 minutesTotal: 4 ½ minutes
Weighting for each section/paper Total 20 points
Target language situation- Compare and contrast pictures about holidays: “On one hand…”; “On the other hand….”;“in contrast…”; “…..whereas..”
-Get to an agreement: “I would rather..” ; “I prefer..” ; “I think that…”; “In my opinion…”; “I agree..”
Text types Images
Text Length 5 minutes
Language skills to be tested Speaking
Language elements to be tested The language elements to be tested are :-Vocabulary use-Fluency-Accuracy-Organization of ideas-Interaction
Tests tasks ComparingContrastingGetting to an agreement
Test methods Instructions
Rubrics Analytic rubric
Criteria for marking -Vocabulary use-Fluency-Accuracy-Organization of ideas-Interaction
Samples paper See page 6 and 7
Extra-information:
Warm up activity: Personal information
As speaking tests are not very comfortable for the students, we want to provide a confident environment in order to break the ice and diminish the anxiety of the students. The activity basically consists in asking the test takers some personal information.
Examples: How are you today? – How was your weekend? – Do you have a lot of work to do this week?
II. Testing tasks descriptions (Fulcher, n.d)
Task 1: Compare and contrast pictures related to holidays
Student A
Look at these pictures for a while. Identify similarities and differences between these two images. You have 1 ½ minutes
Student B
Look at these pictures for a while. Identify similarities and differences between these two images. You have 1 ½ minutes
Student A starts
Task specifications
Task Orientation Guided by instructions
Interactional relationship One-way
Goal orientation Divergent: Test takers have to compare and contrast about holidays
Interlocutor status and familiarity High Status : tester- test taker
Topics Holidays
Task 2: Getting to an agreement
Student A and Student B
Look at these pictures for a while. Discuss with your partner about which of these two places you would choose for a perfect holiday by giving reasons. You have 3 minutes. Student B starts
Task specifications
Task Orientation Guided by instructionsOpen when test takers interact with each other
Interactional relationship Two-way: Interactions between test takers
Goal orientation Convergent: Test takers have to get to an agreement
Interlocutor status and familiarity Same Status : Test taker – test taker
Topics Perfect holiday
III. Scoring procedure: Analytic rubric
Student’s name: Grade: Mark:
Category Excellent (4) Good (3) Poor (2) Needs Work (1)
Score
Vocabulary Use
The student makes use of a wide range of vocabulary
The student makes adequate use of vocabulary
The student makes some inadequate use of vocabulary
Inadequate use of vocabulary
Fluency The student’s message has easy flow and rhythm and presents normal hesitations and pauses
The student’s message is generally understandable and presents few hesitations and pauses.
The student’s message is difficult to understand presenting awkward hesitations and pauses.
The student’s message cannot be understood presenting many hesitations and pauses that interfere with the ideas.
Accuracy The student uses a variety of grammar structures which facilitate the speech comprehension
The student makes few errors in grammatical structures even though the speech is understandable.
The student makes frequent grammatical errors which makes it difficult to understand.
The student makes many grammatical errors which makes the message non comprehensible
Organization of ideas
The student presents all the information in a logical sequence
The student presents most of the information in a logical sequence
The student presents lack of coherence in the majority of ideas
The student presents incoherence and no logical sequence of ideas
Interaction The student cooperates actively with each other
The student cooperates partially with each other
The student cooperates deficiently with each other
The student does not cooperate with each other at all.
Total score: 20
IV. Sample paper
English Speaking test (June, 2013)
Topic: Holidays
Task 1: Compare and contrast pictures related to holidays
Task 2: Getting to an agreement
Student A: Look at these pictures for a while. Identify similarities and differences between these two images. You have 1 ½ minutes .
Student B: Look at these pictures for a while. Identify similarities and differences between these two images. You have 1 ½ minutes
Student A and Student B: Look at these pictures for a while. Discuss with your partner about which of these four places you would choose for a perfect holiday by giving reasons. You have 3 minutes
Student B starts