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Spoken English Proficiency Test for Teachers (SEPTT) Centre for English Language Proficiency

Spoken English Proficiency Test for Teachers (SEPTT) Manual.pdf · The Spoken English Proficiency Test for Teachers (SEPTT) is designed to ensure high levels of spoken English proficiency

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Page 1: Spoken English Proficiency Test for Teachers (SEPTT) Manual.pdf · The Spoken English Proficiency Test for Teachers (SEPTT) is designed to ensure high levels of spoken English proficiency

SpokenEnglishProficiencyTestforTeachers(SEPTT)

CentreforEnglishLanguageProficiency

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Thismanualiscopyrightprotected.©2017,UniversityofMaltaCentreforEnglishLanguageProficiencyUniversityofMaltaMsida,MSD2080,Maltawww.um.edu.mt/[email protected]:DFAT,https://www.flickr.com/photos/dfataustralianaid/

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SpokenEnglishProficiencyTestforTeachers(SEPTT)

TableofContentsIntroduction 4

English-for-Teaching 4

AssessmentCriteria 5

RatingProcedures 7

Part1:Interview:TheTeacher(2-3minutes) 8Description 8Procedure 8

Part2:LongTurn:TheLesson(6-7minutes) 9Description 9Procedure 9

Part3:Conversation:InstructionsandResponse(4-5minutes) 11Description 11Procedure 11

SampleTestMaterials 12Pre-testProcedure 12TestSessionInformation 12Part1:Interview:TheTeacher(2-3minutes) 13Part2:LongTurn:TheLesson(6-7minutes) 14Part3:Conversation:InstructionsandResponse(4-5minutes) 17

FAQs 18

References 20

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IntroductionTheSpokenEnglishProficiencyTestforTeachers(SEPTT)isdesignedtoensurehighlevelsofspokenEnglishproficiencyamongstEnglishLanguageTeaching (ELT)practitionersworkinginavarietyofinternationalcontexts.SEPTT tests candidates’ ability to use spoken English for a variety of functions, includingconversing, explaining, presenting information, and giving instructions and feedback in acontext specific to ELT. SEPTT is divided into three tasks and takes no longer than 15minutes.SEPTTassessescandidatesonthefollowingfivecriteria:teacherdiscourse;coherenceandcohesion;pronunciation;vocabulary;andgrammar.Thesecriteria formpartofananalyticratingscaleconsistingoffourbands,Band4beingthehighestlevelofproficiencyandBand1beingthelowest.SEPTT has been developed by the Centre for English Language Proficiency (CELP) at theUniversityofMalta.CELPisresponsiblefortestdesign,raterrecruitmentandtraining,testadministration,andresearch.

English-for-TeachingSEPTT is based on the notion that people require different proficiencies that are alwayssituatedinparticularcontextsandboundedbyaparticularsocialpractice(Freeman,2015).JustasgeneralEnglishproficiencycannotaddressallthelinguisticneedsofstudentsintheworld beyond the classroom, it cannot fully specify the demands on teachers’ use oflanguageinsidetheclassroomwhenteachingthelanguage.Hence, an ESP-derived approach to language proficiency is required whereby teachereducation focuses on the specific linguistic needs of teachers when enacting their role.According to Freeman et al. (2015), such a ‘focused approach converts the problem oflanguage improvement from one of general proficiency to one of specialized contextuallanguage use, which is likely to bemore efficient in bringing about practical impacts onteacher classroom efficacy and student learning outcomes’ (p. 131). This acts as thefoundationfortheconstructofEnglish-for-Teaching,i.e.theessentiallanguageskillsneededtoprepareandenactalessoninEnglish(Youngetal.,2014).OneofthemainimplicationsofEnglish-for-Teachingisthatteacherlanguageassessmentneedstochangesothatthefocusisonclassroom-specificlanguageproficiencyratherthangenerallanguageproficiency.Thisisimperativegiventhat‘Creatingassessmentsthatactuallylookliketheworkteachersdointheclassroomcanhelpbuildstrongervalidityarguments’(Freemanetal.,2015,p.138).SomeofthetasksinSEPTTreplicatetheclassroomtasksandroutinesthatteacherstypicallyengage in. Freemanet al. (2015) inventoried these tasks and routines and grouped theminto three functional areas: managing the classroom; understanding and communicatinglessoncontent;andassessingstudentsandgivingthemfeedback.TheproficiencyconstructinSEPTTisframedbythecontextinwhichteacherstypicallyuseEnglishwhenteachingthelanguage. Hence, SEPTT is only appropriate for candidates who have completed a pre-

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service ELT methodology course. Despite the fact that candidates’ knowledge ofmethodologyisthebasisonwhichtheirspokenEnglishproficiencyistested,theknowledgeitselfisnotassessedinSEPTT.

AssessmentCriteriaAcandidate’sperformanceonSEPTTisassessedbymeansofananalyticratingscalemadeup of five criteria and twenty descriptors corresponding to four bands, Band 4 being thehighest level of proficiency and Band 1 being the lowest. The five criteria are: teacherdiscourse;coherenceandcohesion;pronunciation;grammar;andvocabulary.Attheendofthetest,theexaminerdeterminesthebandthatbestdescribesacandidate’sperformancewithrespecttoeachcriterionacrossallthreetasks.Thelowestbandattainedforaspecificcriteriondeterminestheglobalbandattainedinthetest.The tablebelowdescribesa candidate’sperformance foreachoneof the fourbandsandwithrespecttoeachoneofthefivecriteria.Band3isconsideredthecut-offpointbetweenoperationalandpre-operationalcandidates.

1 2 3 4TeacherDiscourse Thecandidateseems

unabletospeakatlengthonteaching-relatedtopics.Thecandidaterarelyvariesspeechflowforstylisticeffect(e.g.toemphasizeapoint,tohighlightanimportantwordorphrase).Thecandidatedemonstratesalimitedrangeofdiscoursefunctionsappropriatetothecontext(e.g.formulatingquestionsfordifferentpurposes,summarizing,etc.),andmightoftennotadoptanappropriateregisterandstyle.

Thecandidateiswillingtospeakatlengthonteaching-relatedtopicsbutmightnotbeabletodosowithrelativeease.Thecandidatemightsometimesnotvaryspeechflowforstylisticeffect(e.g.toemphasizeapoint,tohighlightanimportantwordorphrase).Thecandidatedemonstratesalimitedrangeofdiscoursefunctionsappropriatetothecontext(e.g.formulatingquestionsfordifferentpurposes,summarizing,etc.),andmightsometimesnotadoptanappropriateregisterandstyle.

Thecandidateisabletospeakatlengthandwithrelativeeaseonteaching-relatedtopicsbutmaynotconsistentlyvaryspeechflowforstylisticeffect(e.g.toemphasizeapoint,tohighlightanimportantwordorphrase).Thecandidatedemonstratesagoodrangeofdiscoursefunctionsappropriatetothecontext(e.g.formulatingquestionsfordifferentpurposes,summarizing,etc.),andregularlyadoptsanappropriateregisterandstyle.

Thecandidateisabletospeakatlengthandwithanatural,effortlesseaseonteaching-relatedtopics.Thecandidateconsistentlyvariesspeechflowforstylisticeffect(e.g.toemphasizeapoint,tohighlightanimportantwordorphrase).Thecandidatedemonstratesanexcellentrangeofdiscoursefunctionsappropriatetothecontext(e.g.formulatingquestionsfordifferentpurposes,summarizing,etc.),andconsistentlyadoptsanappropriateregisterandstyle.

CoherenceandCohesion

Thecandidateseemsunabletostructureandsequenceideasappropriately.Discoursemarkersandconnectorsarelimited,andfillersareoftendistracting.Speechisaffectedby

Thecandidateattemptstostructureandsequenceideasbutthisissometimesdoneinappropriately.Discoursemarkersandconnectorsarelimited,andfillersaresometimes

Thecandidateisabletofrequentlystructureandsequenceideasappropriately.Discoursemarkersandconnectorsareusedwell.Whenevernecessary,

Thecandidateisalwaysabletoconsistentlystructureandsequenceideasappropriately.Discoursemarkersandconnectorsareusedwellandspontaneously.

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repetitions,pausesandhighlyfrequentself-correction,andtheseofteninterferewitheaseofunderstanding.

distracting.Speechisaffectedbyrepetitions,pausesandfrequentself-correction,andthesesometimesinterferewitheaseofunderstanding.

organizationalpatternsareemployedeffectively.Speechissometimesaffectedbyrepetitions,pausesandself-correction,buttheserarelyinterferewitheaseofunderstanding.

Whenevernecessary,organizationalpatternsareemployedeffectivelyandcompetently.Speechisrarelyaffectedbyrepetitions,pausesandself-correction,andtheseneverinterferewitheaseofunderstanding.

Pronunciation Thecandidatecommunicatesinadequately.Pronunciation,stress,rhythm,andintonationfrequentlyinterferewitheaseofunderstanding,and/orputstrainonthelistener.

Thecandidatecommunicatesinadequatelyattimes.Pronunciation,stress,rhythm,andintonationsometimesinterferewitheaseofunderstanding,and/orputstrainonthelistener.

Thecandidatecommunicatesintelligibly.Pronunciation,stress,rhythm,andintonationrarelyinterferewitheaseofunderstanding.

Thecandidatecommunicateseffortlesslyandintelligibly.Pronunciation,stress,rhythm,andintonationneverinterferewitheaseofunderstanding.

Grammar Thecandidateusesalimitedrangeofstructuresandthesemightcontainerrors.Basicgrammaticalstructuresandsentencepatternsarenotalwayswellcontrolled.Errorsfrequentlyinterferewithmeaning.

Thecandidateusesarangeofstructures,anderrorsmostlyoccurwhenattemptingtocommunicateacomplexidea.Thecandidate’sutterances,whichmayconstitutefeaturesofspokengrammar(e.g.chunksandclusters,ellipses),arenotwellcontrolled.Grammaticalstructuresarequitevariedeventhoughdominatedbychainedclauses,butsentencepatternsarenotwellcontrolled.Errorssometimesinterferewithmeaning.

Thecandidateusesarangeofstructuresbuttheremightbeafewinaccuracies.Thecandidate’sutterances,whichmayconstitutefeaturesofspokengrammar(e.g.chunksandclusters,ellipses),arequitewellcontrolledandtypicalofteachertalk.Grammaticalstructuresarequitevariedeventhoughdominatedbychainedclauses,andsentencepatternsareconsistentlywellcontrolled.Structuresmightcontainerrorsbutthesedonotinterferewithmeaning.

Thecandidateusesarangeofstructuresaccuratelyandwithease.Thecandidate’sutterances,whichmayconstitutefeaturesofspokengrammar(e.g.chunksandclusters,ellipses),arewellcontrolledandshowevidenceoffluencytypicalofteachertalk.Grammaticalstructuresarevariedeventhoughdominatedbychainedclauses,andsentencepatternsareconsistentlywellcontrolled.

Vocabulary Thecandidate’svocabularyrangeandaccuracyareoftensufficienttocommunicateoncommon,concrete,orteaching-relatedtopics,butrangeislimitedandthewordchoiceofteninappropriate.Thecandidateisoftenunabletoparaphrasesuccessfullywhenlackingvocabulary.

Thecandidate’svocabularyrangeandaccuracyareoftensufficienttocommunicateeffectivelyoncommon,concrete,andteaching-relatedtopics,butrangemightbelimitedandthewordchoicesometimesinappropriate.Thecandidatecansometimes

Thecandidate’svocabularyrangeandaccuracyaresufficienttocommunicateeffectivelyoncommon,concrete,andteaching-relatedtopics.Thecandidateparaphrasesconsistentlyandsuccessfully.Vocabularyissometimesidiomatic.Theremightbe

Thecandidate’svocabularyrangeandaccuracyaresufficienttocommunicateeffectivelyonteaching-relatedtopics.Thecandidateparaphrasesconsistentlyandsuccessfully.Vocabularyisidiomatic,nuanced,andsensitivetoregister.Thereare

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Mistakesinwordchoicefrequentlyaffectcommunication.

paraphrasewhenlackingvocabulary,butthisisnotalwayssuccessful.Mistakesinwordchoicesometimesaffectcommunication.

minimalinappropriaciesinuseoflexis,butthesedonotaffectcommunication.

almostnoinappropriaciesinuseoflexis.

RatingProceduresTheexaminer inSEPTTalsoactsasan interlocutor.Theexaminer isresponsiblefortimingevery single part of the test, initiating interaction with the candidate, and assessing thecandidate’s performance. Interaction with the candidate, including the instructionsprovidedtothecandidateandallthequestionsposedtothecandidate,isscriptedforthepurposeofensuringreliability.EverySEPTTexaminerisperiodicallyprovidedwithrigoroustrainingonhowtofollowtestproceduresinaconsistentmanner,andonhowtointerprettheratingscaleforthepurposeofreliablyassessingcandidates’performance.Everysingletest is recorded and these recordings are used to regularly monitor examiners’ ratingperformance.

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Part1:Interview:TheTeacher(2-3minutes)

DescriptionPart1consistsofanintroductoryinterviewinwhichtheexaminerasksquestionsaboutthecandidate’sinterests,plans,andtraininginrelationtoELT.Questionsmayalsofocusonthecandidate’sviewsaboutteachers,teachingandlearning.The task takes the form of a two-way exchange initiated by the examiner where thecandidate is expected to respond to a set of questions. The questions posed by theexaminermayfocusonpast,presentorfuturesituations.The task is aimed at assessing candidates’ ability to provide information about familiartopicsrelatedtoELT,aswellasdetailsabouttheirinterestswithrespecttothisprofession.

Procedure1. The examiner greets the candidate, introduces him/herself, and confirms the

candidate’sidentity.

2. Theexaminerexplainstheproceduretobefollowedforthispartofthetest.

3. Theexaminerthenasksasetofquestionswithinthetimeavailable.

4. If the candidate answers a particular question at length, the examiner intervenespolitelyandproceedstothenextquestion.

5. If the candidate answers aquestion toobriefly or is unable tomovebeyondbrief

responses,theexaminermovesontothenextquestionortoPart2ofthetest.

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Part2:LongTurn:TheLesson(6-7minutes)

DescriptionAthree-minutepresentationexpressedasalongturnbythecandidatebasedonapromptfocusing on some aspect of an English language lesson, such asmanaging the classroom,communicating content, or setting up an activity. Before entering the test room, thecandidate is provided with ten minutes in which to examine the prompt. Prior to thepresentation,thecandidateisprovidedwiththreeminutesforpreparation.This task focuses on extended, structured speaking using a prompt that clearly outlineswhat the candidate ismeant todo in aparticular scenario. Besides adetailed rubric, thepromptmightalsoincludeprintedorvisualcomponentsthatwouldaidthecandidateinthedeliveryofthepresentation.Thistaskassessesthecandidate’sfluencyandaccuracyinpresenting,defining,developingand exploring information related to the prompt. The promptwill not focus on personalexperienceandwillbewordedinsuchawayastoensurethatthecandidatecanmovefroma general to a more specific development of information. However, the candidate mayincludepersonalexperience(e.g.referencestotrainingandlearning)asoneofthevariousfactorswithinthepresentation.The presentation needs to include a description and explanation of what the candidatewoulddoandwhy.Whendeliveringthepresentation,thecandidatemightneedto:introducethepresentationbyindicatinghoweachpartofthepromptwillbediscussed;defineandfocusoneachpartof the prompt; exemplify each part of the prompt; conclude the presentation bysummarizing, referring to future situations, identifyingmain areas of concern, suggestingthecourseofactionrequired,orindicatingpersonalexperiencesandviews.

Procedure1. BeforeenteringthetestroomforParts1and2,thecandidateisprovidedwithacopy

of thepromptandallowedtenminutestoexamine it.Thecandidate isnot tobringintothetestroomanykindofwrittenorprintedmaterial.

2. Theexaminerexplains to thecandidate theproceduretobe followed in thispartof

thetest.3. The examiner provides the candidate with a pencil and a sheet of paper to make

notes. The candidate is given threeminutes toprepare thepresentation.Anynotesmadebythecandidatemustnotbetakenoutoftheexaminationroom.

4. Assoonas the three-minutepreparation timehaselapsed, theexaminer invites the

candidatetobeginthepresentation.Thecandidatemaybeginearlierifs/hewishes.

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5. Thecandidateisnotallowedtogobeyondthethree-minutelimit.Oncethecandidatehastalkedforthreeminutes,theexaminerpolitelystopshim/herandasksarounding-offquestionbeforeproceedingtoPart3.

6. If the examiner notes that the candidate is unable to maintain discourse for the

required threeminutes, theexaminerprobes furtherbyasking thecandidate to saymore about one particular aspect of the prompt. If the candidate is still unable toproceed,thentheexaminerasksarounding-offquestionbeforeproceedingtoPart3.

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Part3:Conversation:InstructionsandResponse(4-5minutes)

DescriptionAconversationbetweentheexaminerandcandidatebasedonagivenscenariorelatedtotheprompt inPart2.Thecandidate isprovidedwitharubricandoneminute inwhichtoexamineit.Thenthecandidateisaskedanumberofquestions.This task focuses on the candidate’s ability to respond to a particular lesson scenario orprovideinstructionstolearners.Thecandidatemightbeaskedtodescribehows/hewouldaddressaspecificsituationorwhatkindofinstructionstheywouldprovidetolearners.Thecandidate is expected to use concrete examples when answering. By means of a set ofquestions, the candidatemay be required to speculate, evaluate, compare and contrast,explore possibilities, extend situations and experiences, and suggest alternativeperspectives.

Procedure1. Theexaminerexplainstothecandidatetheproceduretobefollowedinthispartof

thetest.2. Theexaminerpresents thecandidatewitha rubricandprovideshim/herwithone

minuteinwhichtoexamineit.Thecandidatemaymakenotes,butthesemustnotbetakenoutoftheexaminationroom

3. As soon as the oneminute has elapsed, the examiner asks the candidate a set of

questionswithintheremainingtimeavailable.

4. If the candidate answers a particular question at length, the examiner intervenespolitelyandproceedstothenextquestion.

5. If the candidate answers aquestion toobriefly or is unable tomovebeyondbrief

responses,theexaminermovesontothenextquestionorbringsthetesttoanend.

6. Attheendofthetest,theexaminercollectstherubric,thepromptusedinPart2,andthepaperandpencil.

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SampleTestMaterials

Pre-testProcedureBeforeenteringthetestroom,thecandidateisprovidedwiththeprompttobeusedinPart2andtenminutesinwhichtoexamineit.

TestSessionInformationAt thebeginningof the test, theexaminer turnson theaudio recorderandreadsout thefollowing:This is a Spoken English Proficiency Test for Teachers conducted on [date] at [place]. Thecandidate is [candidate’s name and number], and the examiner is [examiner’s name andnumber].Thispartofthetestisnottimed.

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Part1:Interview:TheTeacher(2-3minutes)Theexaminerturnsonthetimerandtellsthecandidate:Goodmorning/afternoon/evening.Mynameis…[Theexaminergivestheirname.]Canyoutellmeyourfullname,please?[Thecandidategivestheirname.]Thankyou.Canyou showmeyour identification,please? [Thecandidate shows their identification totheexaminer.]Thankyou.Inthispartofthetest,IamgoingtoaskyousomequestionsaboutyourselfandyourinterestinEnglishLanguageTeaching.Pleaseremembertoanswerquestionsasfullyaspossible.Theexaminerproceedstoaskallthequestionsinaset.

SetA1. Whyareyouinterestedinbecomingateacher?2. What aspects of your teacher training course did you find particularly interesting?

Why?3. Doyouplantousetechnologyinyourlessons?Why/whynot?

SetB

1. In your opinion, what qualities make a good language teacher? Which of thesequalitiesdoyoupossess?

2. Wouldyouratherteachamonolingualgroupofstudentsoragroupcomingfromallaroundtheworld?Why?

3. Howwillyouseektoengageyourlearnersonceyoustartteaching?

SetC1. Couldyoudescribeateacherthatyouconsidertohavebeeninspiringforyou?2. Werethereanyaspectsofyourteachertrainingcoursethatyoufoundchallenging?

Why/whynot?3. Howdoyouplantokeepdevelopingasaprofessionalonceyoustartteaching?

[If the candidate answers a question too briefly or is unable to move beyond briefresponses, the examiner shouldmoveon to thenext questionor to thenext part of thetest.]Afterthecandidatehasansweredallthequestionsintheset,theexaminersays:Thankyou.NowweshallproceedtoPart2ofthetest.

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Part2:LongTurn:TheLesson(6-7minutes)Theexaminertellsthecandidate:Inthispartofthetest,youaretospeakforaboutthreeminutesusingthepromptyouweregivenbefore thebeginningof the test.Beforeyoustartyourpresentation,youhave threeminutestopreparewhatyouaregoingtosay.Here’sapencilandpapertomakenotes.[Theexaminerprovidesthecandidatewithapencilandasheetofblankpaper.]Youmayrefertothesenotesduringyourpresentation.

PromptYouaregoingtobeteachingaclassof12learnersofdifferentnationalities.Theirlanguagelevel is B1 (Intermediate). The lesson’s focus is on the function of ‘makingrecommendations’.Describewhatyouwoulddoaspartof this lesson.Youmightwish toconsiderthefollowingpoints:

• howyoumightusethematerialbelow• whetheryouwouldadapttheactivitiesoraddanyotheractivities• howyouwouldsetupthelesson’sactivities• whatthelearningoutcomesofthelesson’sactivitiesare

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Source:Clandfield,L.,&RobbBenne,R.(2011).Global:Intermediatecoursebook.London:Macmillan.

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Thecandidateisgiventhreeminutesinwhichtopreparetheirpresentation.Attheendofthethreeminutes,theexaminertellsthecandidate:Allright?Canyoupleasestartyourpresentation?Oncethecandidatehastalkedforthreeminutes,theexaminershouldpolitelystophim/herbysayingThankyouandaskonerounding-offquestionfromthefollowing:

• Inwhatwaywillyourlessonhelptoteachlearnershowtomakerecommendations?• Whyhaveyouchosentousetheseactivitiesaspartofyourlesson?

[If theexaminernotesthatthecandidate isunabletomaintaindiscoursefortherequiredthree minutes, the examiner should probe further by asking the candidate to say moreaboutoneparticularaspectoftheprompt.Ifthecandidateisstillunabletoproceed,thentheexaminershouldaskarounding-offquestion.]Afterthecandidatehasansweredtherounding-offquestion,theexaminersays:Thankyou.NowweshallproceedtoPart3ofthetest.

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Part3:Conversation:InstructionsandResponse(4-5minutes)Theexaminertellsthecandidate:Inthispartofthetest,youaregoingtobegivenarubricrelatedtothepromptusedinPart2ofthetest.Youhaveoneminuteinwhichtoexaminetherubric.ThenIshallbeaskingyousomequestions.Hereistherubric.[Theexaminerprovidesthecandidatewiththerubric.]

Rubric

Imagineyouaredeliveringalessononthefunctionof‘makingrecommendations’.Givetheclass instructionsonhowtocomplete theSpeakingactivity in thematerial fromPart2ofthetest.Usetheactuallanguageyouwoulduseinclass.Afteroneminutehaselapsed,theexaminerproceedstoaskallthequestionsintheset.

1. Whatareyourinstructions?2. Howwouldyoucheckwhetherthelearnershaveunderstoodyourinstructions?3. Let’simaginethatsomeofthelearnersarenotusingthenewexpressionstheywere

taughtbymeansofthepreviousactivitiesinthelesson.Whatwouldyoudo?4. Oneofthelearnersinaparticularpairisdoingmostofthetalking.Howwouldyou

dealwiththissituationandwhatwouldyoutellthelearner?[If the candidate answers a question too briefly or is unable to move beyond briefresponses,theexaminershouldmoveontothenextquestion.]Afterthecandidatehasansweredallthequestionsintheset,theexaminersays:Thankyou.MayIhavetherubric,prompt,andpaperandpencilback,please?Thisistheendofthetest.Theexaminercollectstherubric,prompt,andpaperandpencil.Thetimeristhenturnedoff.Theaudiorecorderisturnedoffonlyoncethecandidatehaslefttheroom.

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FAQs1. What happens if a candidate provides an irrelevant answer to a particular question in

Parts1and3?

Ifthisoccursinatleasttwoseparateinstancesinthetest,thecandidatewillbemarkeddown for Coherence and Cohesion. The candidate will only be marked down if theiranswers are irrelevant to the questions asked not due to irrelevance with respect tomethodology.

2. Whathappensifacandidate’spresentationinPart2containsirrelevantinformation?

Iftheexaminerdeterminesthattheirrelevantinformationsubstantiallydetractsfromthefocusoftheprompt,thecandidatewillbemarkeddownforCoherenceandCohesion.Thecandidatewillonlybemarkeddowniftheirpresentationisirrelevanttothefocusofthepromptnotduetoirrelevancewithrespecttomethodology.

3. Whathappensifacandidate’sanswertoaquestioninParts1and3pre-emptsthenext

question?

Theexaminerwillskipthequestionormoveontothefollowingpartofthetestorbringthetesttoanend,asappropriate.

4. WhathappensifacandidatefailstounderstandaparticularquestioninParts1and3of

thetest?

Theexaminerwillskipthequestionormoveontothefollowingpartofthetestorbringthetesttoanend,asappropriate.Theexaminerwillnotparaphraseaquestionordefinethe meaning of a word that a candidate finds difficult to understand. However, thecandidatemayasktheexaminertorepeataquestion.

5. Whathappensifacandidateindicatesthats/hewantstostartthelongturnbeforethe

endofthethree-minutepreparationtimeinPart2?

Theexaminerwillaskthecandidate,Areyousureyou’reready?Ifthecandidaterepliesintheaffirmative,theexaminerwillinvitehim/hertostartthepresentation.

6. What happens if a candidate indicates that s/he wants to start answering questions

beforetheendoftheone-minutepreparationtimeinPart3?

Theexaminerwillaskthecandidate,Areyousureyou’reready?Ifthecandidaterepliesintheaffirmative,theexaminerwillstartaskingquestions.

7. WhathappensifacandidatepausesduringthelongturninPart2?

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Ifthecandidatepausesforatleastfiveseconds,theexaminerwillprobefurtheraboutaparticularaspectofthepromptbyaskingoneofthefollowingquestions:

• Canyoutellmemoreaboutthis/…?• Wouldyouliketoaddanythingtothis/…?

Theprobingquestioncanonlybeusedonceduringtheentiredurationofthelongturn.8. Howmanyrounding-offquestionsareaskedafterthelongturninPart2?

The examiner asks one of two rounding-off questions, choosing the one that is mostappropriatetowhatthecandidatewouldhavesaidinthepresentation.

9. Howisacandidate’sperformanceassessedinthetest?

Theexaminerusesananalyticratingscalemadeupoffivecriteriaandtwentydescriptorscorresponding to fourbands.At theendof the test, theexaminerdetermines thebandthat best describes a candidate’s performancewith respect to each criterion across allthreetasks.Thelowestbandattainedforaspecificcriteriondeterminestheoverallbandattainedinthetest.

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ReferencesFreeman, D. (2015, April). Frozen in thought? How we think about what we do in ELT.

Keynoteaddressat the49thAnnual International IATEFLConferenceandExhibition,Manchester.

Freeman,D.,Katz,A.,GarciaGomez,P.,&Burns,A.(2015).English-for-Teaching:Rethinkingteacherproficiencyintheclassroom.ELTJournal,69(2),129-139.

Young,J.W.,Freeman,D.,Hauck,M.,GarciaGomez,P.,&Papageorgiou,S.(2014).Adesignframework for theELTeachprogramassessments.Princeton,NJ:EducationalTestingService.