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Trei skup SV-a
2. veljae 2012.
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Dnevni red:
Assessing speaking prezentacija
Naini, postupci i elementi vrednovan ja kod
usmenog izraavan ja i stvaran ja govornesposobnosti
Vrednovan je usmenog izraavan ja radionica
Razno
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Different points of view....
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ASSESSING SPEAKING
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The skill of speaking ...
is always closely interrelated with listening or/and speaking
can be assessed without an oral or written stimuli only in limited contexts of speaking
monologues
speeches or telling a story
reading aloud
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Speaking is ......
a productive skill
a productive performance preceeded by
an oral or written stimulus a performance coloured by the accuracy
and effectiveness of a students listening
or reading skill
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It is difficult to assess speaking because ...
the student must clear ly under stand the
prompt
the prompt must be designed in such a waythat it elicits the r ight kind of answer ± but
Ss may still use different gramatical structures or
voca bular y than what the T is looking for
the T has to consider pronunciation, fluency, vocabulary, grammar or
comprehensibility of the response
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S peaking also has micro- and macroskills
The microskills are:
1. producing sounds to mak e words
2. producing longer phrases to mak e sentences3. correctly utilizing stress, intonation and rhythm
4. producing f luent speech
5. monitor ing one¶s own speech for comprehensibility
6. ex pressing meaning through grammatical for ms
7. using cohesive devises
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The macro-skills are:
1. accomplishing a variety of communicativefunctions according to the context and purpose
2. using appropriate pragmatic skills such as
style,
turn-taking, register, etc.3. indicating relationships between information
and events in a speech act
4. using non-verbal communication to aid in
conveying meaning5. developing speaking strategies to help others
understand the meaning we are trying to
convey
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Basic types of Speaking Assessment Tasks
1. IMITATIVE
2. INTENSIVE
3. R ESPONSIVE4. INTERACTIVE
5. EXTENSIVE
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1 Imitative Speaking Assessment Tasks
( parrot back or imitate, phonetic level of oral
production - our interest is only in
pronunciation, not in conveying the meaning)
Students hear and repeat the stimuli:
beat (pause) bit (pause)
I bought a boat yesterday.
Do you like coffee?
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1 Imitative ... cont¶d
Scoring specifications: two or three point system for each response:
2 acceptable pronunciation
1 comprehensible, partially correct pronunciation
0 silence, seriously incorrect pronunciation
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2 Intensive Speaking Assessment Tasks
A. Directed R esponse Tasks
B. R ead Aloud Tasks
C. Sentence/Dialogue Completion Tasks and Oral Questionnaires
D. Picture ± Cued Tasks
E. Translation (of Limited Stretches of Discour se)
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2A Directed R esponse Tasks
mechanical and not communicative - but do
require minimal processing of meaning in order to
produce the correct grammatical out pute.g. T ell him to come to my office at noon.
Remind me when it¶s time to leave.
T ell me that you aren¶t interested in tennis.
T ell me he went home.
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2B R ead Aloud Tasks
include tasks reading beyond the sentence level u p to
a paragra ph
is somewhat inauthentic in that we seldom read
anything aloud to someone else in the real wor ld
may not indicate one¶s pragmatia bility to
communicate orally in face-to-face context
this technique should be a pplied with some caution and be su pplemented with other , more communiative
procedures
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2C Sentence/Dialogue Completion Tasks and
Oral Questionnaires
students read a dialogue in which one speaker's lines havebeen omitted (they are given time to read to get its gist), e.g.
Students see:
I nterviewer : What did you do last weekend?
S tudent: ___________________________
I nterviewer: What will you do next summer?
S tudent: _____________________________
S tudent:___________________________?
I nterviewer : I was in I taly for two weeks.
S tudent: ___________________________
I nterviewer: I t¶s ten thirty.
- advantage: there is a degree of control, students respond with certain ex pected for ms
- disadvantage: inauthentic nature of the task and its reliance on the a bility of the Ss to
transfer easily from wr itten to spok en English
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2D Picture ± Cued Tasks
requires descr iption from the student
pictures may be from ver y simple to more
ela borate composed of a ser ies that tell a stor y or an
incident
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P icture-cued elicitation of minimal pairs
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P icture-cued elicitation of comparatives
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P icture-cued elicitaiton of future tense
This family is at an airport going on theirvacation
1. Where are theygoing for theirvacation?
2. What willhe/she do in Hawaii?
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P icture-cued elicitation of nouns, negative
responses, numbers and location
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P icture-cued elicitation of responses and description
more open-ended performance,
students elaborate their own opinion
1. When was thisone painted?
2. Which painting isolder?
3. Which painting ismore expensive?
4. Which painting would you buy?
5. Persuade me tobuy it.
6. Describe the kinds
of paintings youlike.
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M aps can be used to elicit directions and specify
location
You are at Fir st and Jeffer son Streets.
Peo ple ask you for directions to get to f ive different places.
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Pair ing off students
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Scor ing assessment on picture-cued intensive
speaking tasks
var ies on ex pected perfor mance cr iter ia:a) correct ± incorrect
b) the three point rubric
c) a scale may be used (for scor ing o pinions, per suasive monologues, directions on
a ma p), such as the one suggested for evaluating interviews ( below)
grammar
voca bular y
comprehension
f luency
pronunciation
task (accomplishing the o bjective of the elicitated task)
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2E Translation (of Limited Stretches of
Discour se)
under certain constraints, translation is a device to check oralproduction
Instead of offering pictures or written stimuli, the student is
given a native language word, phrase or sentence and is askedto translate it
conditions may vary from expecting an instant translation orallowing more thinking time before producing a translation,offered in written form
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3 R esponsive Assessment Tasks
include interaction and test comprehension
but
at the somewhat limited level of ver y short conver sations,
standard greetings and small talk ,
simple requests and comments.
The stimulus is always a spok en prompt
MORE creativity than in intensive tasks
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3 R esponsive ....cont¶d
a) Question and answer
elicit open-ended response
e.g. What do you think about the weather today?
b) Giving instructions and Directions
e.g. Describe how to make a typical dish from your country
c) Paraphrasinge.g. a story or a phone message - retelling
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c) Para phrasing
Students hear: P araphrase the following little story in
your own words
Studesnts respond with two or three sentences
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4 Interactive Assessment Tasks
inter per sonal
- multiple exchanges and multiple participants
- differ s in length and complexity
A. Interview
B. Role Play
C. Discussions and Conversations
D. Games
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5 Extensive Assessment Tasks
A. Oral Presentations
B. Picture-cued Story Telling
C. Retelling a Story, News Event
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4 / 3/ 2 technique to improve fluency
Students work in pairs with one acting as thespeaker and the other as a listener (they change
roles)
Students are encouraged to process a large quantityof language
Fluency can become the learnig goal of the activity
Students are helped to reach a high level of performance by having the oportunity to repeat
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Sn jeana Pavi - tips
pre teach some presentation skills,
how to speak , what to do with their hands, where to look ,
how to present a poster or slides on PP, and also some communication skills.
allow students to provide their own to pics
involve Ss in def ining the cr iter ia that will be used to judge their perfor mance.
brainstor m the cr iter ia, not more than three (f luency, comprehension,
interesting)
practice a pplying the cr iter ia before presenting to the class - there is a lot of
peer teaching. they can not grade grammar , neither does the T do it at this level, just mak es
notes while listening and later analyzes it or discusses it.
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Steps in assessing speaking
Because of the multiple aspects of speaking, it is best
to use a rubric to assess.
A ru br ic is a list of cr iter ia and a descr iption of howwell the cr iter ia is met at different score ranges.
A ru br ic can be holistic or analytical
analytical rubrics are best for classroom use.
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Ste ps ... cont¶d
1. Def ine your test pur pose. What skill of speaking do
you want to assess?
2. Choose a task that students can do that will allow you
to assess the aspects identif ied in Ste p 1.
3. Design the prompt to elicit the a ppro pr iate orallanguage.
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Literature
Brown, H.D.(2004) Language Assessment:
P rinciples of Classroom P ractices
Brown, H.D. & Abeywickrama, P. (2010).Language Assessment: P rinciples and
Classroom P ractices. White P lains, NY: P earson
Education, Inc.
Snjeana Pavi, PPP
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