ASSESSING SPEAKING

Assessing

Speaking

ASSESSING SPEAKING By: IKA DEWI.K 201212500558 SANTI 201212500490 NURYANTI 201212500659 TENDRI SAGITA.P 201212500491

ASSESSING SPEAKING

While speaking is a production skill that can be directly and empirically

observed,those observation are invariably colored by the accuracy and effectiveness of a test-taker’s listening skill, which necessarily compromises the reliability and validity of an or production test

5 categories of oral production

ImmitativeAt the end of an continuum oif types of speaking perfomance is the ability to simply parrot-back(imitate) a word or phrase or possibly a sentence. Intensive

A second type of speaking frequently employed in assessment contexts is the production of short streches of oral language designed to demonstrate competence in a narrow band grammatical,phrasal,lexical,or phonological relationship (such as prosodic elements-intonation,sterss,rhythm,juncture)

ResponsiveResponsive assessment tasks include interaction and test comprehension but at the somewhat ilimited level of very short conversations,standard greetinggs and small talks,simple questions and comments,and the like.the stimulus is almost lways a spoken prompt (in order to preserve authenticity), with perhaps only one or two follow-up questions or retorts.

InteractiveThe difference between responsive and interactive speaking is the length and complexity of interaction,which sometimes includes multiple exchange and/or multiple participants

Extensive (monologue)Extensive oral production task include speeches,oral presentation,and story telling,during which the opportunity for oral interaction from listeners is either highly limited ( perhaps to non verb responses) or ruled out together

MICRO AND MACROSKILLS OF SPEAKING Microskills Produce differences among English phonemes and allophonic variants. Produce chunks of language of different lengths. Produce English stess patterns,words in stressed and unstressed

positions,rhytmic structure, and intonation contours. Produce reduced forms of words and phrases. Use an adequate number of lexical units (words) to accomplish

pragmatic purposes. Produce fluent speech at different rates of delivery. Monitor one’s own oral production and use various strategic devices-

pauses,fillers,self-corrections,backtracking-to enhance the clarity of the message or summarize it.

Use grammatical word classes (nouns,verbs,etc), system (e.g.,tense,agreement,pluralization), word order,pattern,rules and elliptical forms.

Produce speech in natural constituents: in apprppriate phrases,pause group,breath groups,anda sentence constituents.

Express a particular meaning in different grammatical forms. Use cohesive devices in spoken discourse.

Macroskills Appropriately accomplish communicate function according to

situations,participants,and goals. Use appropriate

styles,registers,implicature,redundancies,pragmatic conventions,conversations rules,floor-keeping and –yealding,interrupting,and other sociolingustic features in face-to-face conversations.

Convey links and connection between events and communicate such relations of vocal and peripheral ideas,events and feelings,new information and given informations,generalization and exemplification.

Convey facial features,kinestics,body language,and other non verbal cues along with verbal language.

Develop and use a battery of speaking,strategies,such as emphasizing key words,rephrasing,providing a context for interpreting the meaning of words,appealing for help,and accurately assessing how well your interlocutor is understanding you.

Designing assessment tasksimmitative speaking

An occasional phonologically focused repetition task is warranted as long as repetition tasks are not allowed to accupy a dominant role in an overall oral production assessment,and as long as you artfully avoid a negative washback effect

Example:Test-takers hear : repeat after me: Beat[pause] bit [pause] Bat [pause] vat [pause] etc. Test-takers repeat the stimulus.

 

Phonepass Test

The Phonepass test elicits computer-assessted oral production over a telephone.Test-takers read aloud,repeat sentences,say words,and answer questions.With a downloadable test sheet as a reference.test takers are directed to telephone a designated number and listen for directions.The test has five sections.

Example:Part A:Test Takers read aloud selected sentences from among those printed on the test sheet.Examples:1. Traffic is a huge problem in Southern Califirnia2. The endless city has no coherant mass transit system3. Sharing rides was going to be solution to rush-hour traffic Part B:Test-takers repeat sentences dictated over the phone.Examples: “leave town on the next train” Part C:Test takers answer questions with a single word or a short phrase of two or three words.examples: “would you get water from a bottle or a newspaper?” Part D:Test-Takers hear three words group in random order and must link them in a correctly ordered sentence.example:was reading/my mother/a magazine. Part E:Test-Takers have 30 seconds to talk about their opinion about some topic that is dictated over the phone.Topics senter of family,preference,and choices.

INTENSIVE SPEAKING

At the intensive level,Test-Takers are prompted to produce short streches of discourse (no more than a sentence) through which they demonstrate linguistic ability at a specified level of language.

Directed Response Tasks The test administrator elicits a particular

grammatical form or a transformation of a sentence.Some tasks are clearly mechanical and not communicative,but they do require minimal processsing of meaning in order to produce the correct grammatical output

Example:Test-Takers hear: Tell me he went home Tell me that you like Rock music Tell me that you aren’t interested in Tennins

Read-Aloud Tasks Intensive reading-aloud tasks include

reading beyond the sentence level up to a paragraph or two. This technique is easily administered by selecting a passage that incorporates test specs and by reording the Test-Takers output;The scoring is relatively easy because all of the Test-Takers oral production is controlled.Because of the results of reserarch on the PhonePass test,reading aloud may actually be surprisingly strong indicator of overall oral production ability

Sentence/dialogue Completion Task and Oral Questionarry

Another technique of targeting intensive aspect of language requires tesr-takers to read dialogue in which one speaker’s lines have been ommited.Test-takers are first given time to read through the dialogue to get its gist and to think about appropriate line to fill in.Then as the tape,teacher,or test administrator produces one part orally,the test-taker responds.

Example:Test-Takers read (and then hear):In a department store:Salesperson: May i help you?Customer: ...............................................Salesperson: Okay,what size do you wear?Customer: ................................................Salesperson: Hmmm.How about this green sweater here?Customer: ................................................Salesperson: OH.Well,if you don’t like green,what color would you like?Customer: .................................................Salesperson: How about this one?Customer: .................................................Salesperson: Great!Customer: .................................................Salesperson: it’s on sale today for $39.95.Customer: .................................................Salesperson: Suer,we take Visa,MasterCard,and American Express.Customer: ..................................................Test-Takers respond with appropriate lines.

3. Sentence/Dialogue Completion Task and Oral Questionnaires

A. DIALOGUE COMPLETION B. DIRECTED RESPONSE TASKS

4.Picture-Cued TasksA. PICTURE-CUED ELICITATION OF MINIMAL PAIRS

B. PICTURE-CUED ELICITATION OF COMPARATIVES

C. PICTURE-CUED ELICITATION OF FUTURE TENSE D. PICTURE-CUED ELICITATION OF NOUNS, NEGATIVE RESPONSES, NUMBERS AND LOCATION

E. PICTURE-CUED ELICITATION OF RESPONSES AND DESCRIPTIONF. MAP-CUED ELICITATION OF GIVING DIRECTIONS

g. Scoring for intensive

Scoring responses on picture-cued intensive speaking tasks varies, depending on the expected performance criteria. The three-point rubric ( 1, 2 and 0 ) suggested earlier may apply as well, with these modifications :

2 comprehensible; accpetable target form1 comprehensible; partially correct target form0 silence, or seriously incorrect target form 

One moderately succesful picture-cued technique involves a pairing of two test-takers. One test-taker is directed by a cue card to describe one of the four pictures in as few words as possible. The second test-taker must then identify the picture.

Translation ( of Limited Stretches of Discourse )

Translation is a meaningful communicative device in contexts, where the English user is calle on to be an interpreter. Also, translation is a well-proven communication strategy for learners of a second language. Under certain constraints, then, it is not far-fetched to suggest translation as a device to check oral production.

F. DESIGNING ASSESSMENT TASKS : RESPONSIVE SPEAKING

1. QUESTION AND ANSWER Question eliciting

open-ended responses

Elication of questions from the test-taker

2. Giving Instruction and Directions Eliciting instructions

or directions

3. PARAPHRASING

Paraphrasing a story Paraphrasing a

phone message

TEST OF SPOKEN ENGLISH (TSE)

Somewhere staddling responsive, interactive, and extensive speaking task lies another popular commercial oral production assessment, the test of spoken english (TSE).

The TSE is a 20-minute audiotaped test of oral language ability within an academic or professional environment

specifications for the TSE represent the discourse and pragmatic contexts assessed in each administration

1. describe something phsycal 2. narrate from presented material 3. summarize information of the speaker’s own

choice 4. give directions based on visual materials 5. give instructions 6. give an opinion 7. support an opinion 8. compare/ contrast 9. hypothesize 10. function interactively 11. define

15 different specifics takst in collecting background data from native and non-active speakers of english

1. giving a personal description 2. describing a daily routine 3. suggesting a gift and supporting one’s choice 4. recommending a place to visit and supporting one’s choice 5. giving directions 6. describing a favorite movie and supporting one’s choice 7. telling a story from pictures 8. hypothesizing abaout future actions 9. hypothesizing about a preventative action 10. making a telephone call to the dry cleaner 11. describing an important news event 12. giving an opinion about animals in the zoo 13. defining a technical term 14. describing information in a graph and speculating about its

implications 15. giving details about a trip schedule.

 TEST OF SPOKEN ENGLISH SAMPLE ITEMS

Part A Test-takers see : a map of a town Test-takers hear : imagine that we are colleagues. The

map below is of a neighboring town that you have suggested I visit. You will have 30 seconds to study the map. Then I’ll ask you some questions about it.

1. choose one place on the map that you think I should visit and give me some reason why you recommend this place

2. I’d like to see a movie. Please give me directions from movie theater

3. one for you favorite movies is playing at the theater. Please tell me about the movie and why you like it.

Part B Test-takers see: A series of six pictures depicts a

asequence of events. In the series, painters have just painted a park beach. Their WET psint sign blows away. A man approaches the bench, sits on it, and starts reading a newspaper, he quickly discovers his suit has just gotten wet paint on it and then rushers to the dry cleaner.

Part B Test-takers see: A series of six pictures depicts a asequence of events.

In the series, painters have just painted a park beach. Their WET psint sign blows away. A man approaches the bench, sits on it, and starts reading a newspaper, he quickly discovers his suit has just gotten wet paint on it and then rushers to the dry cleaner.

  Test-takers hear Now please look at the six pictures below. I’d like you to

tell me the story that the pictures show, starting with picture number 1 and going through picture number 6.

Part C Test-takers hear ; Now I’d like to hear you ideas about the

variety of topics. Be sure to say as much as you can in responding to each question. After I ask each question, you may take a few seconds to prepare you answear, and then begin speaking when you’re ready.

Part D Test-takers see A graph showing an increase in world population over a

hall-century of time.   Test-takers hear ; this graph present the actual and projected percentage

of the world population living in cities from 1950 to 2010. Describe to me the information given in the graph

now discuss what this information might mean for the future.

 

Part E Test-takers see A printed litinerary for one-day bus tour of washington d.c on

which four relatively simple pieces of onformation (date, departure, time) have been crossed out by hand and new handwritten information added.

  Test-takers hear 12. now please look at the information below about a trip to

washington, DC that has been organized for the members of the forest city historical society. Imagine that yoy are the president of this organization. At the last meeting you have out a schedule for the trip, but there have been some charges. You must remind the members about the details of the trip and tell them about the changes indicated on the schedule. In your presentation, do not just read the information printed, but presesnt is as if you were talking to a group of people. You will have one minute to plan your presentation and will be told when to begin speaking.

 DESIGNING ASSESSMENT TASKS: INTERACTIVE SPEAKING

Interview Roleplay Discussion and conversations Games

Oral proficiency interview (OPI)

The OPI is the result of a historical progression of revisions under the auspices of several agencies, including the educational testing service and the American council on teaching foreign language 

DESIGNING ASSESSMENT TASK: EXTENSIVE SPEAKING

Oral presentation Picture cued story telling Retelling a story, news event Translation (of

extended prose)