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ASSESSING PRODUCTIVE SKILLS- SPEAKING SKILL - Coggle Diagram
ASSESSING PRODUCTIVE SKILLS- SPEAKING SKILL
types of speaking
responsive
(3rd)
the tasks include interaction & test comprehension but at the limited level of short conversation, standard greetings, small talk, requests, & comments
examples:
giving instructions and directions
questions and answer type of assessment
scoring based on comprehensibility & specified grammatical/ discourse categories
interactive
(4)
the length & complexity of the interaction are more in interactive tasks than in responsive ones
the tasks sometimes includes multiple exchanges and/or multiple participants
Example: role play, oral interview, discussions & conversations,
observe abilities- attention getting, questioning, intonation patterns, body language, eye contact, politeness
intensive
(2nd)
production of short stretches of oral language
Examples include:
directed response tasks
test administrators elicit a particular grammatical form or a transformation of a sentence
reading aloud
includes reading beyond the sentence level to a paragraph or two
select a passage that incorporates test specs then record output
sentence & dialogue completion
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
limited picture-cued tasks
The stimulus requires a description from test taker. It may elicit a word, a phrase, a story or incident
extensive
(5)
involves complex, relatively
lengthy discourse
includes speeches, oral presentations, & story telling (oral presentation from listeners is either highly limited or ruled out altogether
examples: oral presentations (marketing, report, sales idea, method, design of a new product)
rules for effective assessment
specify the criterion
set appropriate tasks
elicit optimal output
establish practical, reliable scoring procedures
imitative
(1st)
ability to parrot back a word or phrase or a sentence
test takers repeat the stimulus spoken by the tester
Examples: word repetition tasks
methods of assessing speaking skills
^^communicate meaningful content to real audience
^^task should focus on topics that pupils can easily talk about
observational approach
pupil's behaviour is observed and assessed discreetly
structured approach
pupil is asked to perform one or more specific oral communication tasks
performance is evaluated
reasons to teach speaking skill
supports development of critical thinking skills
promotes learning
provide opportunities to practise all 4 skills
speaking as a difficult skill to test
difficult to reach an agreement about the criteria & the weighting of the factors for testing speaking skills
problem related to separation the listening skills from the speaking skill
does not lend itself well to objective testing
involves a combination of skills
problem becomes huge when it is necessary to test large numbers of pupils
speaking (oral production) tests
discrete feature objective tests
Examples:
minimal pair
intonation test
reading aloud (focus on pronunciation, stress & intonation)
test of language function
test skills such as pronunciation, knowledge about what language is appropriate in diff situation, & how language is required for certain situation
integrative task-based tests
involves finding out if students can perform different task using spoken language that is appropriate for the purpose and the context
Examples:
describing a scene in a picture
participating in a discussion
narrating a story
conversational exchange
oral interviews
scoring method
(rating system for structured & observational approaches)
Holistic Rating
general impression of the performance
primary trait score assesses the students' ability to achieve a specific communication purpose
the test taker's performance is judged in terms of its overall quality, or the overall level of ability displayed and a single rating is given to their performance of the task
Analytic Rating
capture the students' performance on various aspects of communication
concern with a specific performance feature or portion of the overall construct
each subscale is considered separately and receives its own meaning
example of test taken-
Mock-interview test during high school
the importance of the test
to expose the students to the real interview situation
prepare the students mentally and physically
preparation made for the test
teacher explain about the flow of the test so that students get the overview and early exposure about it
teacher assigns a group of students with a specific teacher to train with
students practice on the body language, voice projection and also ways in communicating
the impact on me
it gives a great positive impact
learn how to express my thought in the most polite ways, without discriminating others' view
characteristics of the test
resembles a real interview - interviewer and interviewee
provide experiences for the candidates
help the candidate to gain confidence for real interviews
provide information about how to handle an upcoming interview