Speaking test

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1. “Assessing Speaking” Members : Catalina Correa Camilo Saavedra Professor : Ma Gabriela Sanhuesa Year : 2012 2. Luoma’s test specifications list “Section…
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  • 1. “Assessing Speaking” Members : Catalina Correa Camilo Saavedra Professor : Ma Gabriela Sanhuesa Year : 2012
  • 2. Luoma’s test specifications list “Section I”Test purpose : To measure the students domain of the unitDescription of the examinees : 2nd grade high school students with a intermediate level of EnglishTest level : 2nd grade high schoolDefinition of construct : The students use their language ability using a correct syntax in an organized way, cohesively and with an appropriate register in order to accomplish the test purpose.Description of suitable language : 2nd grade high school coursebook with vocabulary and verbs andcourse or textbook activitiesNumber of sections/papers : Divided into a) and b) formTime for each section/paper : 3 minutes eachWeighting for each section/paper : 20 points maximumTarget language situation : Describing physical states and emotionsText-types : ***Text length : ***Language skills to be tested : SpeakingLanguage elements to be tested : Vocabulary, grammar and pronunciationTest tasks : Comparing and contrastingTest methods : Describing pictures and contrasting themRubrics : Analytic rubricCriteria for marking : Speaking task rubricDescriptions of typical : At this level the students are supposed to use their critical thinkingperformance at each level and the vocabulary met during the unit. A high level performance would demonstrate ample domain of the concepts and fully task accomplishment. A low level student would perform poorly and would not fully accomplish the task.Description of what candidates at : A high level student would be able to have a real conversation ineach level can do in the real English showing confidence and using the necessary vocabulary toworld express him or herself. A low level student would not be able to have a talk or would have trouble to make him or herself understood.Sample papers : ***
  • 3. Samples of student’s : ***performance on task Luoma’s test specifications list “Section II”Test purpose : To measure the students domain of the unitDescription of the examinees : 2nd grade high school students with a intermediate level of EnglishTest level : 2nd grade high schoolDefinition of construct : The students use their language ability using a correct syntax in an organized way, cohesively and with an appropriate register in order to accomplish the test purpose.Description of suitable language : 2nd grade high school coursebook with vocabulary and verbs andcourse or textbook activitiesNumber of sections/papers : 1 section, both examinees participateTime for each section/paper : 5 minutes in total (both)Weighting for each section/paper : 20 points maximumTarget language situation : Describing physical states and emotionsText-types : ***Text length : ***Language skills to be tested : SpeakingLanguage elements to be tested : Vocabulary, grammar and pronunciationTest tasks : Comparing and contrasting, guessingTest methods : Asking and answeringRubrics : Analytic rubricCriteria for marking : Speaking task rubricDescriptions of typical : At this level the students are supposed to use their critical thinkingperformance at each level and the vocabulary met during the unit. A high level performance would demonstrate ample domain of the concepts and fully task accomplishment. A low level student would perform poorly and would not fully accomplish the task.Description of what candidates at : A high level student would be able to have a real conversation ineach level can do in the real English showing confidence and using the necessary vocabulary toworld express him or herself. A low level student would not be able to have a talk or would have trouble to make him or herself understood.Sample papers : ***Samples of student’s : ***performance on task
  • 4. Fulcher’s examples Task 1 Task 2Task orientation Open OpenInteractional relationship Non-Interactional Interactional, Two ways interactionGoal orientation There is There isInterlocutor status None BalancedFamiliarity High MediumTopics Physical states and Physical states and emotions emotions
  • 5. Speaking testNames: _________________________/________________________ Date: ______ Mark: _____Section I. Compare and contrast the following two pictures using as much vocabulary andgrammatical structures as you can and answer to the following questions: a) What do you think are the reasons why these two people are crying? b) Can you see any difference between these two children?
  • 6. Section II. “The guessing game”Instructions: Pick one of the pieces of paper provided and stick it in your partner’s forehead. Thepieces of paper have a word in it and your partner’s mission is to guess what word is, in no morethan 2 minutes. He/she must ask you questions about it in order to guess, and you can answergiving hints, but not telling what word is indeed. Do it repeatedly. Optimistic Impulsive Thirsty Shocked Peaceful Certain Embarrassed Proud Pleased Tender Exhausted Jealous Satisfied Lonely Miserable Humble Thoughtful Mad Nervous Disappointed
  • 7. Section I Rubric Excelent (4) Good (3) Fair (2) Unsatisfactory (1)Use of The student provides a The student provides the The student does not The student saysdescriptive wide range of detailed adequate amount of provide the adequate almost any descriptionVocabulary descriptions, using as descriptions and amount of descriptions and uses basic much vocabulary vocabulary for the and vocabulary for the vocabulary for the appropriate for the task. requirement for the task. requirements of the task. requirements of the task.Accuracy The student uses a The student uses an The student uses some, The student usesa poor considerable variety of adequate variety of but not enough, variety of grammatical grammatical structures. grammatical structures. grammatical structures. structures.Pronunciation The student has an The student has an The student has an The student has a outstanding acceptable unclear pronunciation and completely unclear pronunciation and pronunciation and diction, which makes pronunciation and diction, making a clear diction, which makes a difficult the delivery of the diction, which makes delivery of the message. good delivery of the message. almost impossible the message. delivery of the message.Fluency The student has a fluent The student has an The student does not have The student does not speech, making pauses almost completely fluent a very fluent speech, with have fluency, makes a to emphasize or enhance speech, with not too a lot of hesitation and lot of long pauses and the meaning of the long pauses and little pauses. overuses hesitation. message. hesitation.Task The student fulfills the The student almost The student does not The student does notachievement task showing full domain accomplish the task, but accomplish the task, but fulfill the task at all. of the topic. with some difficulties. tries.
  • 8. Section II Rubric Excelent (4) Good (3) Fair (2) Unsatisfactory (1)Use of The student provides a The student provides the The student does not The student saysdescriptive wide range of detailed adequate amount of provide the adequate almost any descriptionVocabulary descriptions, using as descriptions and amount of descriptions and uses basic much vocabulary vocabulary for the and vocabulary for the vocabulary for the appropriate for the task. requirement for the task. requirements of the task. requirements of the task.Accuracy The student uses a The student uses an The student uses some, The student usesa poor considerable variety of adequate variety of but not enough, variety of grammatical grammatical structures. grammatical structures. grammatical structures. structures.Pronunciation The student has an The student has an The student has an The student has a outstanding acceptable unclear pronunciation and completely unclear pronunciation and pronunciation and diction, which makes pronunciation and diction, making a clear diction, which makes a difficult the delivery of the diction, which makes delivery of the message. good delivery of the message. almost impossible the message. delivery of the message.Fluency The student has a fluent The student has an The student does not have The student does not speech, making pauses almost completely fluent a very fluent speech, with have fluency, makes a to emphasize or enhance speech, with not too a lot of hesitation and lot of long pauses and the meaning of the long pauses and little pauses. overuses hesitation. message. hesitation.Task The student fulfills the The student almost The student does not The student does notachievement task showing full domain accomplish the task, but accomplish the task, but fulfill the task at all. of the topic. with some difficulties. tries. http://www.nald.ca/library/learning/btg/ed/evaluation/speaking.htm
  • 9. Introduction The following assignment deals with the design or creation and the evaluation ofan assessing instrument. In this case, the content to be assessed is the speaking skill. Also,within the assignment there is a complete explanation of what, why and how the speakingtest has been developed in that way using Luoma’s test specifications and Fulcher’sexamples in order to back up the creation of the test. Also, there are rubrics which help inthe checking of the speaking test containing the necessary parameters for an effectivespeaking test evaluation according to the test purpose, and the aspects to be evaluated.
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