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INTENSIVE
It is the production of short stretches of oral language. Examples include directed response tasks, reading aloud, sentence and dialogue completion, limited picture-cued tasks.
REPSONSIVE
The tasks include interaction and test comprehension but at the limited level of short conversations, standard greetings, small talk, requests, and comments.
INTERACTIVE
The length and complexity of the interaction are more in interactive tasks than in responsive ones. The task sometimes includes multiple exchanges and/or multiple participants.
EXTENSIVE
The tasks include speeches, oral presentations, and story-telling. Oral interaction from listeners is either highly limited or ruled out altogether.
ASSESSMENT TASKS: IMITATIVE SPEAKING
What tasks to assess imitative speaking?Typical – listen and repeat.
What kinds of prompts would you use? Examples: Test-takers hear:
beat/bit bat/vat I bought a boat yesterday.The glow of the candle is growing.
Test-takers repeat the stimulus.
What tasks to assess imitative speaking?Typical – listen and repeat.
What kinds of prompts would you use? Examples: Test-takers hear:
beat/bit bat/vat I bought a boat yesterday.The glow of the candle is growing.
Test-takers repeat the stimulus.
SCORING FOR IMITATIVE TASKS How would you score these tasks? Example scoring scale:
2 acceptable pronunciation.1 comprehensible, partially correct.0 silence, seriously incorrect.
How would you score these tasks? Example scoring scale:
2 acceptable pronunciation.1 comprehensible, partially correct.0 silence, seriously incorrect.
PHONEPASS TEST Could you design a test that is done
over the phone? Where the test-taker talks to a
computer? What tasks could you include to test all
the five basic types of speaking? Let’s look and listen at a test called
PHONEPASS (Versant English Test – now offered by Pearson Education, Inc.)
http://www.ordinate.com/samples/english.jsp
ASSESSMENT TASKS: INTENSIVE SPEAKING
What range of tasks can be used to assess intensive speaking?
List some with your partner…
ASSESSMENT TASKS: INTENSIVE SPEAKING
Typical: Directed Response Tasks What kinds of prompts would you use? Examples: Test-takers are directed to
respond:Tell me he went home.Tell me that you like rock music.Tell me that you aren’t interested in tennis.Tell him to come to my office at noon.Remind him what time it is.
ASSESSMENT TASKS: INTENSIVE SPEAKING
Typical: Reading aloud What kinds of prompts did PHONEPASS
use? What other tasks could you design? List
two other tasks with your partner…
VARIATIONS ON READ-ALOUD TASKS Reading a scripted dialogue. Reading sentences containing minimal
pairs.Examples: The man beat his dog.The man bit his dog.
Reading information from a table or chart.
Reading a scripted dialogue. Reading sentences containing minimal
pairs.Examples: The man beat his dog.The man bit his dog.
Reading information from a table or chart.
ASSESSMENT TASKS: INTENSIVE
What elements of speech would you assess? List two of the major ones.
Typical:PronunciationFluency
ASSESSMENT TASKS: INTENSIVE
Pronunciation: what scale would you design for scoring?
Example: 0.0—0.4 frequent errors and unintelligible.0.5—1.4 occasionally unintelligible.1.5—2.4 some errors but intelligible.2.5—3.0 occasional errors but always
intelligible.
Pronunciation: what scale would you design for scoring?
Example: 0.0—0.4 frequent errors and unintelligible.0.5—1.4 occasionally unintelligible.1.5—2.4 some errors but intelligible.2.5—3.0 occasional errors but always
intelligible.
ASSESSMENT TASKS: INTENSIVE
Fluency: what scale would you design for scoring?
Example: 0.0– 0.4 slow, hesitant, and unintelligible.0.5– 1.4 non-native pauses and flow that
interferes with intelligibility.1.5- 2.4 non-native pauses but the flow is
intelligible.2.5- 3.0 smooth and effortless.
Fluency: what scale would you design for scoring?
Example: 0.0– 0.4 slow, hesitant, and unintelligible.0.5– 1.4 non-native pauses and flow that
interferes with intelligibility.1.5- 2.4 non-native pauses but the flow is
intelligible.2.5- 3.0 smooth and effortless.
PHONEPASS SCORE REPORT Look at the PHONEPASS sample score
report and answer these questions.1. What is the range of possible scores?2. What are the different bands?3. What did the ‘sample’ candidate
score?4. What does the score tell the
candidate?5. How does PHONEPASS measure up
against other speaking tests?
ADVANTAGES OF INTENSIVE SPEAKING TASK?What are the advantages? Comparisons between students are
quite simple. Tests are easy to prepare and to
administer. Predictable output, practicality, and
reliability in scoring.
What are the advantages? Comparisons between students are
quite simple. Tests are easy to prepare and to
administer. Predictable output, practicality, and
reliability in scoring.
DISADVANTAGES OF INTENSIVE SPEAKING TASK?What are the disadvantages? It is not ‘really’ authentic is it?
Exceptions A parent reading to a child, sharing a story (news) with someone giving a scripted oral presentation.
It is not communicative in real contexts.
TOEFL iBT SPEAKING TEST Let’s take a look at some
speaking task samples from the TOEFL iBT TEST.
As you listen to the sample, make a note of thesimilarities and differences to the PHONEPASS testwhat tasks are used to assess the different types
of speaking
See research paper for background of test design.You can download the full sample iBT test.
SENTENCE/DIALOGUE COMPLETION TASKS IN iBT First, test-takers are given time to read
through the dialogue to get its gist, then the tape/teacher produces one part orally and the test-taker responds.
Advantages?More time to anticipate an answerNo potential ambiguity created by aural
misunderstanding (oral interview).
ASSESSMENT OF TASKS IN iBT
TOEFL iBT identifies three broad areas to assess in their scoring standards. What are they?D E L I V E R YL A N G U A G E U S E T O P I C D E V E L O P M E N T
TOEFL iBT identifies three broad areas to assess in their scoring standards. What are they?D E L I V E R YL A N G U A G E U S E T O P I C D E V E L O P M E N T
INTERACTIVE SPEAKING Oral Interview:
a test administrator and a test-taker direct face-to-face exchangeproceed through a protocol of questions and
directives. It can vary in length from 5 to 45 minutes,
depending on purpose and context. Placement interviews may need only 5 minutes Proficiency Interviews may require an hour.
Oral Interview:?a test administrator and a test-taker direct face-to-face exchangeproceed through a protocol of questions and
directives. It can vary in length from 5 to 45 minutes,
depending on purpose and context. Placement interviews may need only 5 minutes Proficiency Interviews may require an hour.
IELTS SPEAKING TEST Let’s take a look at the
IELTS TEST, part 1 and IELTS TEST, part2.
As you listen to the sample, make a note of the the differences between IELTS and
PHONEPASS the role of the ‘examiner’what different tasks are used, and why
ASSESSMENT OF TASKS IN IELTS IELTS has five broad areas in scoring:
C O M P R E H E N S I O N G R A M M A RV O C A B U L A R YP R O N U N C I A T I O NC O M M U N I C A T I V E C O M P E T E N C
E
IELTS has five broad areas in scoring:C O M P R E H E N S I O N G R A M M A RV O C A B U L A R YP R O N U N C I A T I O NC O M M U N I C A T I V E C O M P E T E N C
E
IELTS SPEAKING TEST Let’s take a look at the IELTS TEST, part
2. As you listen to the sample, try to
assess the speaker using the scoring grid provided.Note your score for each aspectCompare with your partner at the end
WHAT MAKES AN ORAL INTERVIEW A GOOD ASSESSMENT TOOL?How do these relate to the 5 criteria? Clear administrative PRACTICAL
procedures Focusing the questions and VALID
probes on the purpose ofthe assessment
Biased for best AUTHENTIC & WASHBACKperformance
Creating a consistent, RELIABLEworkable scoring system
How do these relate to the 5 criteria? Clear administrative PRACTICAL
procedures Focusing the questions and VALID
probes on the purpose ofthe assessment
Biased for best AUTHENTIC & WASHBACKperformance
Creating a consistent, RELIABLEworkable scoring system
LINGUISTIC PROFILING Let’s take a look at another totally different
approach to assessing speaking. Linguistic profiling suggests that language
development (first or second) follows a standard schedule.
Speech samples collected from learners Analysed to locate the patterns Patterns matched from the sample to the regularities
of the standard development schedule.See RAPID PROFILE as an example:http://groups.uni-paderborn.de/rapidprofile/
OVERVIEW OF VARIOUS SPEAKING TASKS For your reference, what follows is a
summary of various tasks that can be used to assess different aspects of speaking.
These have been summarized from Brown (2003) Language Assessment Principles.
RESPONSIVE SPEAKINGQuestion and AnswerExamples:1. What is this called in English? ( to elicit
a predetermined correct response) 2. What are the steps governments
should take, if any, to stem the rate of de-forestation in tropical countries? ( given more opportunity to produce meaningful language in response)
QUESTIONS ELICITING OPEN-ENDED RESPONSES
1. What do you think about the weather today?
2. Why did you choose your academic major?
3. Personal questions:a. Have you ever been to the U. S. before?b. What other countries have you visited?c. Why did you go there? What did you like
best about it?
GIVING INSTRUCTIONS & DIRECTIONSExamples: how to operate an appliance how to put a bookshelf together, or how to create a dish.Scoring: based on (1) Comprehensibility(2) Specified grammatical/discourse
categories.
GIVING INSTRUCTIONS & DIRECTIONSTest-takers hear:
1. Describe how to make a typical dish2. What’s a good recipe for making _____?3. How do you access email on a PC
computer?4. How do I get from ___ to ____ in your city?
Test-takers respond.
ELICITING INSTRUCTIONS OR DIRECTIONSThe task should require the test-taker to
produce at least 5 or 6 sentences. Use familiar topics and test linguistic
competence. Paraphrasing, e.g. paraphrasing a story
or a phone message
CONSIDERATIONS OF PARAPHRASING1. elicit short stretches of output2. the criterion being assessed:
a. Is it a listening task more than production? b. Does it test short-term memory rather
than linguistic ability?c. How does the teacher determine scoring
of responses?
A FRAMEWORK FOR ORAL PROFICIENCY TESTING
Four stages: Warm-up, Level check, Probe, and Wind-down.
1. Warm-up the interviewer directs mutual
introductions, helps the test-taker become comfortable with the situation, apprises the format, and reduces anxieties.
2. Level check Through preplanned Qs, the test-takers
respond using expected forms and functions. Linguistic target criteria are scored.
A FRAMEWORK FOR ORAL PROFICIENCY TESTING
3. Probe: In this phase, test-takers go to the heights of
their ability and extend beyond the limits of the interviewer’s expectation.
Through probe questions, the interviewer discovers the test-taker’s proficiency. At the lower levels of proficiency, probe items may demand a higher range of vocabulary and grammar than predicted. At the higher levels, probe items will ask the t-t to give an opinion, to recount a narrative or to respond to questions.
A FRAMEWORK FOR ORAL PROFICIENCY TESTING
4. Wind-down the interviewer encourages the test-
taker to relax with some easy questions, sets the t-t’s mind at ease, and provides information about when and where to obtain the results of the interview. This part is not scored.
SAMPLE QUESTIONS OF AN ORAL INTERVIEW
1. Warm-up:How are you?/What’s your name?/What country are you from?/Let me tell your about this interview.
2. Level check:How long have you been in this city?/tell me about your family./What is your major?/How long have you been working at your degree?/What are your hobbies or interests?/Why do you like your hobby?What is your favorite food?/Tell me about your exciting experience you’ve had.
SAMPLE QUESTIONS OF AN ORAL INTERVIEW 3. Probe:
What are your goals for learning English in this program?/Describe your academic field to me. What do you like or dislike about it?/Describe someone you greatly respect, and tell me why you respect that person./If you were [president, prime minister] of your country, what would you like to change about your country?
SAMPLE QUESTIONS OF AN ORAL INTERVIEW 4. Wind-down:
Did you feel okay about this interview?/You’ll get your results from this interview next week./Do you have any question to ask?/It was interesting to talk with you. Best wishes.
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.
Scoring scale for intensive tasks:2 comprehensible; acceptable target
form1 comprehensible; partially correct0 silence; or seriously incorrect
TRANSLATION Translation is a communicative device in
contexts where English is not a native lang.
English can be called on to be interpreted as a second language.
Conditions may vary from an instant translation of a native word, phrase, or sentence to a translation of longer texts.
Advantages: the control of the output & easily specified scoring.
ROLE PLAY It is a popular pedagogical activity in
communicative language-teaching classes.
The test administrator must determine the assessment objectives of the role play, then devise a scoring technique that pinpoints those objectives.
Examples: “Pretend that you’re a tourist asking me for directions”, “You are buying a necklace from me in a flea market, and want a lower price”.
DISCUSSIONS & CONVERSATIONS As informal techniques to assess
learners, D & C offer a level of authenticity and spontaneity that other assessment techniques may not provide:clarifying, questioning, paraphrasing,
intonation patterns, body language, eye contact, and other sociolinguistic factors
DESIGNING ASSESSMENTS: EXTENSIVE SPEAKING
Extensive speaking tasks are frequently variations on monologues, usually with minimal verbal interaction.
Oral Presentations:Examples: presenting a report, a paper, a
marketing plan, a sales idea, a design of a new product, or a method.
DESIGNING ASSESSMENTS: EXTENSIVE SPEAKINGRules for effective assessment: (a) specify the criterion, (b) set appropriate tasks, Elicit optimal output, and (d) establish practical, reliable scoring procedures. Oral presentation checklist
3 excellent 2 good 1 fair 0 poor Content:
The purpose or objective of the presentation was accomplished.
The introduction was lively and got my attention.The main idea or point was clearly stated toward
the beginning. The supporting points were clearly expressed and supported well by facts and argument.
The conclusion restated the main idea or purpose.
DESIGNING ASSESSMENTS: EXTENSIVE SPEAKING Delivery
The speaker used gestures and body language well.
The speaker maintained eye contact with the audience.
The speaker’s language was natural and fluent. The volume of speech was appropriate. The rate of speech was appropriate. The pronunciation was clear and comprehensible. The grammar was correct and didn’t prevent
understanding. Used visual aids, handouts, etc., effectively. Showed enthusiasm and interest. Responded to audience questions well.
PICTURE-CUED STORY-TELLING
At this level, a picture/a series of pictures is used as a stimulus for a longer story or description.
The objective of eliciting narrative discourse needs to be clear. (p. 181) (Tell & use the P. tense)
For example, are you testing for oral vocabulary, (girl, telephone, wet) for time relatives (before, after, when), for sentence connectors (then, so), for past tense of irregular verbs (woke, drank, rang), or for fluency in general?
Criteria for scoring need to be clear.
RETELLING A STORY, NEWS EVENT Test-takers hear /read a story or news
event that they are asked to retell. It differs from the paraphrasing task
discussed above in that it is a longer stretch of discourse and a different genre.
TRANSLATION (OF EXTENDED PROSE) Longer texts are presented for the
test-taker to read in the native language and then translate into English.
Texts vary in forms: dialogue, directions, play, movie, etc.
Advantages: the control of the content, vocabulary, the grammatical and discourse features.
Disadvantages: a highly specialized skill is needed.
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