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Group 11 Assessing Speaking

This document discusses assessing speaking skills in language learning. It begins by explaining that speaking is difficult to assess due to many impacting elements, but test scores should be accurate, just, and acceptable. It then describes the multi-step speaking evaluation process and roles of various participants. The document categorizes basic types of speaking tasks from imitative to extensive, and discusses micro and macro speaking skills. It provides examples of assessment tasks for different speaking skill levels from imitative to extensive, such as word repetition, interviews, role plays, presentations, and picture-cued storytelling.

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58 views8 pages

Group 11 Assessing Speaking

This document discusses assessing speaking skills in language learning. It begins by explaining that speaking is difficult to assess due to many impacting elements, but test scores should be accurate, just, and acceptable. It then describes the multi-step speaking evaluation process and roles of various participants. The document categorizes basic types of speaking tasks from imitative to extensive, and discusses micro and macro speaking skills. It provides examples of assessment tasks for different speaking skill levels from imitative to extensive, such as word repetition, interviews, role plays, presentations, and picture-cued storytelling.

Uploaded by

Hakim M
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© © All Rights Reserved
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GROUP 11

ASSESSING SPEAKING

BY:
AHMADI RAHMAN AGUS (12010414412)
INDRIANA JATI (12010423579)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

PEKANBARU

1444 H / 2023 M
Speaking skills are an essential aspect of the curriculum in language
instruction, and as such, they are an important object of evaluation.However,
assessing speech is difficult since there are so many elements that impact our
perception of how well someone can speak a language, and we expect test scores
to be accurate, just, and acceptable for our purposes. This is a large order, and in
various situations, teachers and testers have attempted to do all of this using a
variety of different approaches.
Speaking evaluation is a multi-step procedure. At each level, individuals act
and interact in order to develop something for the following stage. While
assessment developers are the primary participants in the spoken assessment
cycle, examinees, interlocutors, raters, and score users also have a role in the
activities.

While speaking is a productive skill that can be seen directly and


experimentally, those observations are usually colored by the precision and
efficacy of a test-taking skill, which inherently limits the reliability and validity of
an oral production test.

BASIC TYPES OF SPEAKING


1. Imitative

The capacity to merely repeat back (imitate) a word, phrase, or sentence is one
sort of speaking performance. While this is a strictly phonetic level of oral output,
a variety of prosodic, lexical, and grammatical features of language may be
included in the criteria for performance. We are just concerned with what is
commonly referred to as "pronunciation"; no conclusions are drawn regarding the
test-taker's capacity to grasp or transmit content.

2. Intensive.

In assessment situations, the creation of brief stretches of spoken language


aimed to indicate proficiency in a restricted band of grammatical, phrasal, lexical,
or phonological connections (such as prosodic elements-intonation, stress,
rhythm, junction). The speaker must be aware of semantic qualities in order to
react, although interaction with an interlocutor or test administrator is limited at
best.

3. Responsive.
Responsive assessment tasks include interaction and test comprehension but at
the somewhat limited level of very short conversations, standard greetings and
small talk, simple requests and comments, and the like.
4. Interactive.
The difference between responsive and interactive"speaking is in the length
and complexity of the interaction, which sometimes includes multiple exchanges
and/or multiple participants. interaction can take the two forms of transactional
language, which has the purpose of exchanging specific information, or
interpersonal exchanges, which have the purpose of maintaining social
relationships.
5. Extensive (monologue)
Extensive oral production tasks include speeches, oral presentations, and story-
telling, during which the opportunity for oral interaction from listeners is either
highly limited (perhaps to nonverbal responses) or ruled out altogether.

MICRO- AND MACRO SKIILS OF SPEAKING


The microskills refer to producing the smaller chunks of language such as
phonemes, morphemes, words, collocations, and phrasal units.
The macroskills imply the speaker's focus on the larger elements: fluency
discourse, function, style, cohesion, nonverbal communication, and strategic
options

A. DESIGNING ASSESSMENT TASKS: IMITATIVE SPEAKING


1. Word repetition task
 Test-takers hear: Repeat after me:

beat [pause] bit [pause]

bat [pause] vat [pause]

I bought a boat yesterday.

The glow of the candle is


growing.

When did they go on


vacation?
Do you like coffee?

 Test-takers repeat
the stimulus.

2. PHONEPASS TEST
The PhonePass test elicits computer-assisted oral production over a
telephone. Test-takers. read aloud, repeat sentences, say words, and
answer questions. With a downloadable test sheet as a reference, test-
takers are directed to telephone a designated number and listen for
directions.

B. DESIGNING ASSESSMENT TASKS: INTENSIVE SPEAKING

1. Directed Response Tasks


In this type of task, the test administrator elicits a particular grammatical form
or a transformation of a sentence.

2. Read-Aloud Tasks
This technique is easily administered by selecting a passage that
incorporates test specs and by recording the test-taker's output; the scoring is
relatively easy because all of the test~taker's oral production is controlled.
Underhill (1987, pp. 77-78) suggested some variations on the task of simply
Reading a short passage:
• reading a scripted dialogue, with someone else reading the other part
• reading sentences containing minimal pairs, for example:
Try not to heat/hit the pan too much.
The doctor gave me a bilvpill.
• reading information from a table or chart
3. Sentence/Dialogue Completion Tasks and Oral Questionnaires
An advantage of this technique lies in its moderate control of the output of the
test-taker. While individual variations in responses are accepted, the technique
taps into a learner's ability to discern expectancies in a conversation and to
produce socio-linguistically correct language
4. Picture-Cued Tasks
One of the more popular ways to elicit oral language performance at both
intensive and extensive levels is a pictl1re-cued stimulus that requires a
description from the test-taker. Pictures may be very simple, designed to elicit a
word or a phrase; somewhat more elaborate and "busy"; or composed of a series
that tells a story or incident.
5. Translation (of The limited Stretches of Discourse)
Translation is a part of our tradition in language teaching that we tend to
discount or disdain, if only because our current pedagogical stance plays down its
importance. Translation methods of teaching are certainly passe in an era of direct
approaches to creating communicative classrooms.

C. DESIGNING ASSESSMENT TASKS: RESPONSIVE SPEAKING


1. Question and Answer
Question-and-answer tasks can consist of one or two questions from an
interviewer, or they can make up a portion of a whole battery of questions and
prompts in an oral interview.
2. Giving Instructions and Directions
We are all called on in our daily routines to read instructions on how to operate
an appliance, how to put a bookshelf together, or how to create a delicious clam
chowder. Somewhat less frequent is the mandate to provide such instructions
orally, but this speech act is still relatively common.
3. Paraphrasing
Another type of assessment task that can be categorized as responsive asks the
testtaker to read or hear a limited number of sentences (perhaps two to five) and-
produce a paraphrase of the sentence.
4. Test Of Spoken English (Tse)
Somewhere straddling responsive, interactive, and extensive speaking tasks lies
another popular commercial oral production assessment, the Test of Spoken
English (TSE)'. The tasks on the TSE are designed to elicit oral production in
various discourse categories rather than in selected phonological,grammatical or
lexical targets.

D. DESIGNING ASSESSMENT TASKS: INTERACTIVE SPEAKING


1. Interview
The interview, which may be tape-recorded for re-listening, is then scored on
one or more parameters such as accuracy in pronunciation and grammar,
vocabulary usage, fluency, sociolinguistic/pragmatic appropriateness, task
accomplishment, and even comprehension.
Oral interview content specifications:
 Warm-up.
 Level check
 Probe.
 Wind-down.
Oral proficiency scoring categories (Brown, 2001, pp. 406-407)
• grammar
• vocabulary
• comprehension
• fluency
• pronunciation
• task (accomplishing the objective of the elicited task)
2. Role Play
Role playing is a popular pedagogical activity in communicative language-
teaching classes. Within constraints set forth by the guidelines, it frees students to
be somewhat creative in their linguistic output.
3. Discussions and Conversations
Discussions may be especially appropriate tasks through which to elicit and
observe such abilities as;
• topic nomination, maintenance, and termination;
• attention getting, interrupting, floor holding, control;
• clarifying, questioning, paraphrasing;
• comprehension Signals (nodding, "uh-huh,""hmm," etc.);
• negotiating meaning;
• intonation patterns for pragmatic effect;
• kinesics,.eye contact, proxemics, body language; and
• politeness, formality, and other sociolinguistic factors.
4. Games
Among informal assessment devices are a variety of games that directly
involve language production.
5. ORAL PROFICIENCY INTERVIEW (OPI)
The best-known oral interview format is one that has gone through a
considerable metamorphosis over the last half-century, the Oral Proficiency
Interview (OPI).
ACFL proficiency guidelines-speaking
 Superior
 Advanced
 Intermediate
 Novice

E. DESIGNING ASSESSMENTS: EXTENSIVE SPEAKING


1. Oral Presentations
A summary of oral assessment techniques would therefore be incomplete without
some consideration of extensive speaking tasks.
the rules for effective assessment must be invoked:
 specify the criterion
 set appropriate tasks,
 elicit optimal output
 establish practical, reliable scoring procedures.
2. Picture-Cued Story-Telling
one of the most common techniques for eliciting oral production is through
visual pictures, photographs, diagrams, and charts. we have already looked at this'
elicitation device for intensive tasks, but at this level we consider a picture or a
series of pictures as a stimulus for a longer story or description.
3. Retelling a Story, News Event
In this type of task, test-takers hear or read a story or news event that they are
asked to retell. This differs from the paraphrasing task discussed above in that it is
a longer stretch of discourse and a different genre.
4. Translation (of Extended Prose)
Translation of words, phrases, or short sentences was mentioned under the
category of-intensive speaking. Here, longer texts are presented for the test-taker
to read in the native language and then translate into English
References
H, D. B. (2004). Language Assessment Principles and Classroom Practice. San
Francisco State: longman.com.
Isaacs, T. (2016). Assessing speaking. Cambridge University Press .

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