1 assessing speaking i uvod

8/3/2019 1 Assessing Speaking i Uvod

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Trei skup SV-a

2. veljae 2012.



Dnevni red:

Assessing speaking prezentacija

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usmenog izraavan ja i stvaran ja govornesposobnosti

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Razno



Different points of view....



ASSESSING SPEAKING



The skill of speaking ...

is always closely interrelated with listening or/and speaking

can be assessed without an oral or written stimuli only in limited contexts of speaking

monologues

speeches or telling a story

reading aloud



Speaking is ......

a productive skill

a productive performance preceeded by

an oral or written stimulus a performance coloured by the accuracy

and effectiveness of a students listening

or reading skill



It is difficult to assess speaking because ...

the student must clear ly under stand the

prompt

the prompt must be designed in such a waythat it elicits the r ight kind of answer ± but

Ss may still use different gramatical structures or

voca bular y than what the T is looking for

the T has to consider pronunciation, fluency, vocabulary, grammar or

comprehensibility of the response



S peaking also has micro- and macroskills

The microskills are:

1. producing sounds to mak e words

2. producing longer phrases to mak e sentences3. correctly utilizing stress, intonation and rhythm

4. producing f luent speech

5. monitor ing one¶s own speech for comprehensibility

6. ex pressing meaning through grammatical for ms

7. using cohesive devises



The macro-skills are:

1. accomplishing a variety of communicativefunctions according to the context and purpose

2. using appropriate pragmatic skills such as

style,

turn-taking, register, etc.3. indicating relationships between information

and events in a speech act

4. using non-verbal communication to aid in

conveying meaning5. developing speaking strategies to help others

understand the meaning we are trying to

convey



Basic types of Speaking Assessment Tasks

1. IMITATIVE

2. INTENSIVE

3. R ESPONSIVE4. INTERACTIVE

5. EXTENSIVE



1 Imitative Speaking Assessment Tasks

( parrot back or imitate, phonetic level of oral

production - our interest is only in

pronunciation, not in conveying the meaning)

Students hear and repeat the stimuli:

beat (pause) bit (pause)

I bought a boat yesterday.

Do you like coffee?



1 Imitative ... cont¶d

Scoring specifications: two or three point system for each response:

2 acceptable pronunciation

1 comprehensible, partially correct pronunciation

0 silence, seriously incorrect pronunciation



2 Intensive Speaking Assessment Tasks

A. Directed R esponse Tasks

B. R ead Aloud Tasks

C. Sentence/Dialogue Completion Tasks and Oral Questionnaires

D. Picture ± Cued Tasks

E. Translation (of Limited Stretches of Discour se)



2A Directed R esponse Tasks

mechanical and not communicative - but do

require minimal processing of meaning in order to

produce the correct grammatical out pute.g. T ell him to come to my office at noon.

Remind me when it¶s time to leave.

T ell me that you aren¶t interested in tennis.

T ell me he went home.



2B R ead Aloud Tasks

include tasks reading beyond the sentence level u p to

a paragra ph

is somewhat inauthentic in that we seldom read

anything aloud to someone else in the real wor ld

may not indicate one¶s pragmatia bility to

communicate orally in face-to-face context

this technique should be a pplied with some caution and be su pplemented with other , more communiative

procedures



2C Sentence/Dialogue Completion Tasks and

Oral Questionnaires

students read a dialogue in which one speaker's lines havebeen omitted (they are given time to read to get its gist), e.g.

Students see:

I nterviewer : What did you do last weekend?

S tudent: ___________________________

I nterviewer: What will you do next summer?

S tudent: _____________________________

S tudent:___________________________?

I nterviewer : I was in I taly for two weeks.

S tudent: ___________________________

I nterviewer: I t¶s ten thirty.

- advantage: there is a degree of control, students respond with certain ex pected for ms

- disadvantage: inauthentic nature of the task and its reliance on the a bility of the Ss to

transfer easily from wr itten to spok en English



2D Picture ± Cued Tasks

requires descr iption from the student

pictures may be from ver y simple to more

ela borate composed of a ser ies that tell a stor y or an

incident



P icture-cued elicitation of minimal pairs



P icture-cued elicitation of comparatives



P icture-cued elicitaiton of future tense

This family is at an airport going on theirvacation

1. Where are theygoing for theirvacation?

2. What willhe/she do in Hawaii?



P icture-cued elicitation of nouns, negative

responses, numbers and location



P icture-cued elicitation of responses and description

more open-ended performance,

students elaborate their own opinion

1. When was thisone painted?

2. Which painting isolder?

3. Which painting ismore expensive?

4. Which painting would you buy?

5. Persuade me tobuy it.

6. Describe the kinds

of paintings youlike.



M aps can be used to elicit directions and specify

location

You are at Fir st and Jeffer son Streets.

Peo ple ask you for directions to get to f ive different places.



Pair ing off students



Scor ing assessment on picture-cued intensive

speaking tasks

var ies on ex pected perfor mance cr iter ia:a) correct ± incorrect

b) the three point rubric

c) a scale may be used (for scor ing o pinions, per suasive monologues, directions on

a ma p), such as the one suggested for evaluating interviews ( below)

grammar

voca bular y

comprehension

f luency

pronunciation

task (accomplishing the o bjective of the elicitated task)



2E Translation (of Limited Stretches of

Discour se)

under certain constraints, translation is a device to check oralproduction

Instead of offering pictures or written stimuli, the student is

given a native language word, phrase or sentence and is askedto translate it

conditions may vary from expecting an instant translation orallowing more thinking time before producing a translation,offered in written form



3 R esponsive Assessment Tasks

include interaction and test comprehension

but

at the somewhat limited level of ver y short conver sations,

standard greetings and small talk ,

simple requests and comments.

The stimulus is always a spok en prompt

MORE creativity than in intensive tasks



3 R esponsive ....cont¶d

a) Question and answer

elicit open-ended response

e.g. What do you think about the weather today?

b) Giving instructions and Directions

e.g. Describe how to make a typical dish from your country

c) Paraphrasinge.g. a story or a phone message - retelling



c) Para phrasing

Students hear: P araphrase the following little story in

your own words

Studesnts respond with two or three sentences



4 Interactive Assessment Tasks

inter per sonal

- multiple exchanges and multiple participants

- differ s in length and complexity

A. Interview

B. Role Play

C. Discussions and Conversations

D. Games



5 Extensive Assessment Tasks

A. Oral Presentations

B. Picture-cued Story Telling

C. Retelling a Story, News Event



4 / 3/ 2 technique to improve fluency

Students work in pairs with one acting as thespeaker and the other as a listener (they change

roles)

Students are encouraged to process a large quantityof language

Fluency can become the learnig goal of the activity

Students are helped to reach a high level of performance by having the oportunity to repeat



Sn jeana Pavi - tips

pre teach some presentation skills,

how to speak , what to do with their hands, where to look ,

how to present a poster or slides on PP, and also some communication skills.

allow students to provide their own to pics

involve Ss in def ining the cr iter ia that will be used to judge their perfor mance.

brainstor m the cr iter ia, not more than three (f luency, comprehension,

interesting)

practice a pplying the cr iter ia before presenting to the class - there is a lot of

peer teaching. they can not grade grammar , neither does the T do it at this level, just mak es

notes while listening and later analyzes it or discusses it.



Steps in assessing speaking

Because of the multiple aspects of speaking, it is best

to use a rubric to assess.

A ru br ic is a list of cr iter ia and a descr iption of howwell the cr iter ia is met at different score ranges.

A ru br ic can be holistic or analytical

analytical rubrics are best for classroom use.



Ste ps ... cont¶d

1. Def ine your test pur pose. What skill of speaking do

you want to assess?

2. Choose a task that students can do that will allow you

to assess the aspects identif ied in Ste p 1.

3. Design the prompt to elicit the a ppro pr iate orallanguage.



Literature

Brown, H.D.(2004) Language Assessment:

P rinciples of Classroom P ractices

Brown, H.D. & Abeywickrama, P. (2010).Language Assessment: P rinciples and

Classroom P ractices. White P lains, NY: P earson

Education, Inc.

Snjeana Pavi, PPP

1 assessing speaking i uvod

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