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Controlled AssessmentSpeaking & Writing
Rachel HawkesSome thoughts on CA so far……!
Feedback from teachers!We now spend all our time assessing and not enough time teaching!
It’s very hard for students to write 200+
words under controlled conditions.
It’s a nightmare not being able to give
feedback in Stage 2.
There’s a massive discrepancy between the
prepared presentation and the more spontaneous
follow up.
Students are still trying to memorise
everything for the oral like they did before!
6 hours preparation time is too long – what
is the teacher supposed to do in this
time?Rachel Hawkes
Challenge Possible strategies
1 CA takes too much time out of teaching.
1. Consider how many CAs you do – are they all necessary?2. Are you recording every speaking?3. Are you using the full time allocation for Stage 2?4. Are some CAs not submitted? Which?
2 Students are trying to memorise 6 minutes of oral material.
1 4 mins is sufficient for top grades if Q o L meets the criteria2 The distance between memorisation and improvision is reduced if students work from an acquired core repertoire.3 Spontaneous talk can be built on from Y74 Spontaneity depends more on comprehension of the questions than fluent speaking – this can be practised
Rachel Hawkes
Challenge Possible strategies
3 The length of the writing is a challenge
1 Often it is the content that challenges – practise elaboration tasks2 Make Y9 assessments preparatory / Do practice tasks in Y103 Build up a repertoire / pattern of response over time to lots of different tasks4 Do a ‘dummy run’ during Stage 2 time
4 They can deliver a good prepared presentation but cannot answer spontaneous questions
1 Meet this ‘head on’ with teaching activities that promote speedy comprehension and ready responses2 Spontaneous talk can be built on from Y73 Spontaneity depends more on comprehension of the questions than fluent speaking – this can be practised4 Use Stage 1 and 2 to practise this a lot
Rachel Hawkes
Challenge Possible strategies
5 Using Stage 2 for the maximum benefit of students.
1. Minimise its length.2. Only start stage 2 when students are at the right level in their learning.3 Use strategies to ensure that they do the right things: refer to previous work, use their core repertoire, employ the right ratio of known/unknown language4 Train students in peer assessment from the outset5 Teach students how to make good use of online resources
Rachel Hawkes
http://www.text-to-speech.imtranslator.net/speech.asp • Type the word, sentence, paragraph, book into the box, • Set the speed to -2 (or whatever speed the student can build up to)• Choose the target language• Click "say it" OR
Use www.voki.com
Rachel Hawkes
What went well?
Even better if?Rachel Hawkes
Some thoughts after Round 1 in my school!
• The first task (Term 1 Y10) was not very good• Students were not able to respond readily enough to
spontaneous questions• Teachers found their role much more demanding than
previously and also needed to adapt their practice• We needed to make time as a department to consider
best practice in examining (as well as assessing/marking)• We recorded everything but this added an extra layer of
time and stress to the process
Rachel Hawkes
What we plan to do differently…
• Record just one oral for each student• Continue to place great emphasis on spontaneous talk in
teaching (from Y7)• Practise preparing/planning to write CA style tasks in Y10 at
key times • Use methods we have developed to ensure that teachers
offer students optimal support in the oral• Evaluate which CA tasks worked the best for students and
re-use these – abandon/adapt others• Consider KS3 in KS4 planning – modify practice at KS3
where appropriate
Rachel Hawkes
Name:
Notes on Presentation: La forme
Communication
Range of Language
Accuracy/PronunciationInteraction in follow-up questions
Answer = /Elaboration = +
Teacher prompt=PRepetition of teacher feed = R
Non communication = X
1
2
3
4
5
P Possible follow-up Questions Q
Que fais-tu pour garder la forme?
Manges-tu sainement?
Bois-tu assez d’eau/beaucoup d’eau?
Fais-tu de l’exercice regulièrement?
Fumes-tu?
Bois-tu de l’alcool?
A quelle heure tu te couches?
Qu’est-ce que tu as fait le weekend dernier pour garder la forme? C’était comment?
Qu’est-ce que tu as mangé le weekend dernier?
Qu’est-ce que tu vas faire le weekend prochain pour garder la forme?
Qu’est-ce que tu vas faire à l’avenir pour garder la forme?
Key Stage 3 Speaking Assessment
NC level:
You have been doing Weightwatchers for 5 years now and have lost a lot of weight! You have been asked by the Area Manager to come and speak at one of the meetings to try and inspire others to lose weight.
The Area Manager would like you to have a chat with one of the people trying to lose weight. You should be prepared to speak about the following:
What you typically eat now and what you used to eat before you started Weightwatchers.What your lifestyle is like now (including your daily routine and any sports you do) and what it used to be like before you became healthy. Your opinion on smoking and alcoholWhat you plan to do in the future to stay healthyAny advice you would give someone trying to lose weight
Be prepared to ask at least two questions to the person who is trying to lose weight.
Controlled Speaking Assessment ‘Health’
Open Interaction.
Edexcel French GCSE Task 2010-11
P Eating and Drinking Q
Do you eat healthily?
Do you eat anything bad?
What do you eat for bre/lun/din?
Do you eat 3 meals a day? What time?
Do you eat/drink……? Why?
What did you used to eat and drink?
Does the rest of your family eat well?
What did you eat/drink last weekend?
Who prepares the meals?
What are you planning to eat tonight?
Is it expensive to eat well? Why?
What do you think of fast food?
P Sport and Lifestyle Q
What sports do you do and why? How often/Who with?
Tell me about your daily routine.
Is your family healthy/sporty?
How do you relax?
How did you used to spend your time?
What did you do last weekend?
What will you do next weekend?
Is it important for you to have time to relax?
Is your health important to you?
Did you enjoy PE lessons at school?
P Smoking and Alcohol Q
Do you drink any alcohol?
Do you smoke?
Did you used to drink/smoke? Lots?
Why is alcohol/smoking bad for your health?
If you used to smoke, was it hard to stop?
Why do people start to smoke?
Do your friends smoke?
P Future plans Q
Are you going to continue to follow a diet?
Is there a new sport you would like to do? Why?
Are you going to change anything else about your lifestyle?
Are your friends/family healthy? How will you encourage them to be healthy?
P Advice to others Q
What do you have to do to be healthy?
Is it easy?
What should you eat/drink?
How often should you do exercise?
What food should you avoid?
How much fruit and veg should you eat?
P Possible extension/A and A* questions Q
What should the government do to encourage people to eat less/be more active/not smoke etc?
Is it going to be easy to stay healthy?
Are we obsessed by being slim?
What do you think about vegetarianism?
What other problems are associated with alcohol?
Is it OK to drink in moderation?
Health Controlled Speaking Assessment Name:__________________
GERMAN GCSE SPEAKING CONTROLLED ASSESSMENT
OPEN INTERACTION: Free time
You are visiting your cousins who now live in Germany. It is your cousin Mark’s birthday and at the party you meet a German person of your own age who wants to get to know a little more about you.
Be prepared to discuss:
•your musical tastes•your sporting & other free time interests•your current money situation•making plans to do an activity togetherBe prepared to ask questions of the person.
Rachel Hawkes
Comberton Village CollegeGesamtschule Obersberg, Bad Hersfeld
SituationAs part of the German Exchange the German pupils want to interview CVC students about their free time activities and compare with young people in Germany to inform an article for the school magazine. Your teacher will play the role of one of the German students.
TaskBe prepared to talk about:
-What you and others normally do in free time-What you did last weekend-Your sporting interests-Pocket money and how you spend it-Use of media- TV/Film/Computer/Books/Music-Future plans for taking up new hobbies
Be prepared to ask the German pupils questions about their free time.
Open Interaction – Free Time
Check-list for teachers for conducting a GCSE speaking assessment You could use this checklist in the following ways:-• To listen to exams you have already conducted to assess how well you structured the assessment and supported the candidates. This could also help you to identify what each candidate needs from you next time. This could be done at moderation meetings, individually or in pairs. • To read through just before conducting the next lot of assessments to remind you of key strategies and your role in getting best out of students. • To use after you have assessed the first couple of candidates in a cohort so that you can improve further for the rest of the candidates. Maybe build in 10 mins spare after first two? • Depending on the class and your relationship, you could use it with the whole class or individuals- listen to an example recording and have a discussion with pupils about what would have helped them further, as well as what they could do to improve (see student checklist!).
Rachel Hawkes
Preparation1. Were you 100% sure about the equipment and how to record? 2. Did you have a list of possible questions in front of you to give you an idea of where to take the conversation? Did you overuse them and did this prevent the natural flow of conversation?3. Did you have a list of Quality of Language criteria in front of you e.g. tenses, opinions, reasons so that you could lead them into using whatever they were lacking in their answers?
Rachel Hawkes
During exam1. Did you make notes during the presentation element so that you didn’t ask them something they had already said? 2. Were your voice and body language friendly and relaxed?3. Did you sound like you were actually listening to what the pupil was saying?4. Did you build up gradually from closed/simple to more open/complex questions? 5. Did you use cognates, particularly with weaker pupils?6. Did you emphasise the key words in your question?7. Did you leave enough thinking time?8. Did you judge well when to end a silence and move on to the next question?9. Did you give examples if pupil didn’t understand the question straight away? 10. Did you sometimes rephrase the question by using a different construction?
Rachel Hawkes
Range of LanguageAccuracy
present
present (other persons)
past (perfect)
past (imperfect)
future
conditional
WO2
WO3
modal & infinitive
links
opinions
reasons
comp./sup.
vocabulary
rows/ adjective endings
idioms
Inter-action
Answer = /Elaboration = +
Teacher prompt=P
Repetition of teacher feed = R
Non communication = X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Inter-action
Answer = /Elaboration = +
Teacher Prompt=P
Repetition of teacher feed = R
Non communication = X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Range of LanguageAccuracy
present
present (other persons)
past (perfect)
past (imperfect)
future
conditional
WO2
WO3
modal & infinitive
links
opinions
reasons
comp./sup.
vocabulary
rows/ adjective endings
idioms
Rachel Hawkes
Elaborate, extend, and
take initiative
Accurately include a range of
structures and vocab
Peerassessment
Lesson sequence – German Y10 classSpeaking tasks on theme of school
Thank you to Helen Piggott, Comberton Village College
= einfacher
=schwieriger
PeerassessmentLesson sequence – German Y10 class
Speaking tasks on theme of school
Rachel Hawkes
Was sind deine Lieblingsfächer?1. Mein Lieblingsfach ist Geschichte.2. Mein Lieblingsfach ist Geschichte, weil es mir
leicht fällt.3. Mein Lieblingsfach ist Geschichte, weil es mir
leicht fällt und der Lehrer ist humorvoll.4. Mein Lieblingsfach ist Geschichte, weil es mir
leicht fällt und der Lehrer ist humorvoll. Außerdem denke ich, dass es nützlicher als Erdkunde ist.
Peerassessment
Rachel Hawkes
Question Answer = /Elaboration = +
Teacher prompt=P
Repetition of teacher feed = R
Non communication = X
oder
?
1
2
3
4
5
Question Answer = /Elaboration = +
Teacher prompt=P
Repetition of teacher feed = R
Non communication = X
oder
?
1
2
3
4
5
Question Answer = /Elaboration = +
Teacher prompt=P
Repetition of teacher feed = R
Non communication = X
oder
?
1
2
3
4
5
Question Answer = /Elaboration = +
Teacher prompt=P
Repetition of teacher feed = R
Non communication = X
oder
?
1
2
3
4
5
Elaborate, extend, and
take initiative
Accurately include a range of
structures and vocab
Peerassessment
um...zu... schwerer als leicht aufstehen es würde...geben
man darf (nicht/kein(e)) wir müssen streng nicht leiden Mobbing
dreckig meiner Meinung nach AGs ...fällt
mir/fallen mir gestern
letzte Woche Deutschland Schulregeln weder…noch… können
Mittagspause gute Noten vielleicht Schuluniform Gang
Peerassessment
um...zu... schwerer als leicht aufstehen es würde...geben
man darf (nicht/kein(e)) wir müssen streng nicht leiden Mobbing
dreckig meiner Meinung nach AGs ...fällt
mir/fallen mir gestern
letzte Woche Deutschland Schulregeln weder…noch… können
Mittagspause gute Noten vielleicht Schuluniform Gang
Spend the WordsTake it in turns to ask and answer the same questions as before. This time, rather than speaking for as long as you can, you need to try and include the words below and ‘spend’ the words as you answer your 5 questions. Your partner will cross them off as you use them and you need to do the same for your partner. The first to use up all the words is the winner.
Peerassessment
Tips so far...• Don’t start Stage 2 too early. • Build up students’ familiarity with the exam criteria and their skills in self and peer
assessment• Prepare a list of all possible questions on the theme that you think could be
answered well spontaneously• Make a copy of this sheet so that you have one per student• Use this list as you listen to the student presentation and or picture-based
introduction and highlight questions that you could ask to follow up on (but not repeat) the material
• Allow yourself more leeway at the start of the day as the first few take longer• Try out the recording equipment yourself in good time before the exams to
familiarise yourself and become confident• Before each recording say: Candidate Name & Number, Centre Name, the task type
and topic and the date• When you save the sound file, name it usefully (see Audacity instructions) to when
your sample is requested (months later!) you can find the material easily.
Rachel Hawkes
