“Assessing Speaking”

Members : Catalina CorreaCamilo Saavedra

Professor : Ma Gabriela Sanhuesa

Year : 2012

Luoma’s test specifications list “Section I”

Test purpose : To measure the students domain of the unit

Description of the examinees : 2nd grade high school students with a intermediate level of English

Test level : 2nd grade high school

Definition 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 course or textbook

: 2nd grade high school coursebook with vocabulary and verbs and activities

Number of sections/papers : Divided into a) and b) form

Time for each section/paper : 3 minutes each

Weighting for each section/paper : 20 points maximum

Target language situation : Describing physical states and emotions

Text-types : ***

Text length : ***

Language skills to be tested : Speaking

Language elements to be tested : Vocabulary, grammar and pronunciation

Test tasks : Comparing and contrasting

Test methods : Describing pictures and contrasting them

Rubrics : Analytic rubric

Criteria for marking : Speaking task rubric

Descriptions of typical performance at each level

: At this level the students are supposed to use their critical thinking 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 each level can do in the real world

: A high level student would be able to have a real conversation in English showing confidence and using the necessary vocabulary to 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

: ***

Luoma’s test specifications list “Section II”

Test purpose : To measure the students domain of the unit

Description of the examinees : 2nd grade high school students with a intermediate level of English

Test level : 2nd grade high school

Definition 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 course or textbook

: 2nd grade high school coursebook with vocabulary and verbs and activities

Number of sections/papers : 1 section, both examinees participate

Time for each section/paper : 5 minutes in total (both)

Weighting for each section/paper : 20 points maximum

Target language situation : Describing physical states and emotions

Text-types : ***

Text length : ***

Language skills to be tested : Speaking

Language elements to be tested : Vocabulary, grammar and pronunciation

Test tasks : Comparing and contrasting, guessing

Test methods : Asking and answering

Rubrics : Analytic rubric

Criteria for marking : Speaking task rubric

Descriptions of typical performance at each level

: At this level the students are supposed to use their critical thinking 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 each level can do in the real world

: A high level student would be able to have a real conversation in English showing confidence and using the necessary vocabulary to 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

: ***

Fulcher’s examples

Task 1 Task 2

Task orientation Open OpenInteractional relationship Non-Interactional Interactional, Two ways

interaction

Goal orientation There is There isInterlocutor status None BalancedFamiliarity High MediumTopics Physical states and

emotionsPhysical states and emotions

Speaking test

Names: _________________________/________________________ Date: ______ Mark: _____

Section I. Compare and contrast the following two pictures using as much vocabulary and grammatical 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)

b) Can you see any difference between these two children?

Section II. “The guessing game”

Instructions: Pick one of the pieces of paper provided and stick it in your partner’s forehead. The pieces of paper have a word in it and your partner’s mission is to guess what word is, in no more than 2 minutes. He/she must ask you questions about it in order to guess, and you can answer giving 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

Section I Rubric

Excelent (4) Good (3) Fair (2) Unsatisfactory (1)Use of descriptive Vocabulary

The student provides a wide range of detailed descriptions, using as much vocabulary appropriate for the task.

The student provides the adequate amount of descriptions and vocabulary for the requirement for the task.

The student does not provide the adequate amount of descriptions and vocabulary for the requirements of the task.

The student says almost any description and uses basic vocabulary for the requirements of the task.

Accuracy The student uses a considerable variety of grammatical structures.

The student uses an adequate variety of grammatical structures.

The student uses some, but not enough, grammatical structures.

The student usesa poor variety of grammatical structures.

Pronunciation The student has an outstanding pronunciation and diction, making a clear delivery of the message.

The student has an acceptable pronunciation and diction, which makes a good delivery of the message.

The student has an unclear pronunciation and diction, which makes difficult the delivery of the message.

The student has a completely unclear pronunciation and diction, which makes almost impossible the delivery of the message.

Fluency The student has a fluent speech, making pauses to emphasize or enhance the meaning of the message.

The student has an almost completely fluent speech, with not too long pauses and little hesitation.

The student does not have a very fluent speech, with a lot of hesitation and pauses.

The student does not have fluency, makes a lot of long pauses and overuses hesitation.

Task achievement

The student fulfills the task showing full domain of the topic.

The student almost accomplish the task, but with some difficulties.

The student does not accomplish the task, but tries.

The student does not fulfill the task at all.

Section II Rubric

Excelent (4) Good (3) Fair (2) Unsatisfactory (1)Use of descriptive Vocabulary

The student provides a wide range of detailed descriptions, using as much vocabulary appropriate for the task.

The student provides the adequate amount of descriptions and vocabulary for the requirement for the task.

The student does not provide the adequate amount of descriptions and vocabulary for the requirements of the task.

The student says almost any description and uses basic vocabulary for the requirements of the task.

Accuracy The student uses a considerable variety of grammatical structures.

The student uses an adequate variety of grammatical structures.

The student uses some, but not enough, grammatical structures.

The student usesa poor variety of grammatical structures.

Pronunciation The student has an outstanding pronunciation and diction, making a clear delivery of the message.

The student has an acceptable pronunciation and diction, which makes a good delivery of the message.

The student has an unclear pronunciation and diction, which makes difficult the delivery of the message.

The student has a completely unclear pronunciation and diction, which makes almost impossible the delivery of the message.

Fluency The student has a fluent speech, making pauses to emphasize or enhance the meaning of the message.

The student has an almost completely fluent speech, with not too long pauses and little hesitation.

The student does not have a very fluent speech, with a lot of hesitation and pauses.

The student does not have fluency, makes a lot of long pauses and overuses hesitation.

Task achievement

The student fulfills the task showing full domain of the topic.

The student almost accomplish the task, but with some difficulties.

The student does not accomplish the task, but tries.

The student does not fulfill the task at all.

http://www.nald.ca/library/learning/btg/ed/evaluation/speaking.htm

Introduction

The following assignment deals with the design or creation and the evaluation of an 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 speaking test has been developed in that way using Luoma’s test specifications and Fulcher’s examples in order to back up the creation of the test. Also, there are rubrics which help in the checking of the speaking test containing the necessary parameters for an effective speaking test evaluation according to the test purpose, and the aspects to be evaluated.