Assessment of oral skills roleplay
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Transcript of Assessment of oral skills roleplay
ORAL ASSESSMENT and ROLE PLAY ACTIVITIESUNA (Universidad Nacional de costa Rica)
Lourdes Pomposo [email protected]
UNED: Universidad Nacional de Educación a Distancia.
Madrid
Facultad de Filologías Extranjeras y sus Lingüísticas
Contents
Oral skills in ESL.
Types of interaction in oral assessment.
Difficulty of oral assessment.
Types of rating scales.
What to assess.
The rater in the oral test.
Influence of the rater in the assessing process.
Content of an oral test: individual production and interaction.
Format of the oral test.
Workshop.
Feedback.
Bibliography.
Oral skills in ESL
Cognitive dimension
Social dimension
Knowledge planning:
vocabulary, syntax,
phonology, coherence.
Pragmatic knowledge
Functional: apologise, etc
Sociolinguistic: speech to children or business
managers…
Commmunication through
individual or interactive production
09/04/2023
Types of interaction in oral assessment
E-C: Examiner-Candidate: requires quick answer = pressure
E-C-C: Adaptability to the partner competence in L2. Unexpected answers.
E-C-C-C: Needs of different processes of competences and different points of view. Ability to follow a conversation.
Candidate’s personality: discourse and exam preference are different: Introvert candidate: structured and guided exam (closed ended questions)
ExtrovertCandidate: free speech (Berry, 2004)
To be assessed under pressure (rater, recording, observer…) Biased assessment (knowing or not knowing the candidate, physical
appearance, etc)
Difficulty of oral assessment
Types of rating scales
Analytic scales Holistic Scales
Assesses communication as a whole. Few ratings (3 or 5). “as many as
necessary, as few as posible” (Taylor, 2011) Quick assessment Not decisive for diagnostic
assessment but descriptive. It can have different interpretations. Holistic scales: ..\CURSO DE VERANO PONFERRADA_
14\Rúbricas holisticas\5Tabla32.jpg
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Identifies and assess the components of the oral production.
More reliable for decisive diagnosis. Useful for raters trainers. Useful for students’self asessment. Time-cosuming. Analitic scales:
..\CURSO DE VERANO PONFERRADA_14\Rúbricas analíticas\Marco Europeo.JPG
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What to assess
Analytic assessment
Fluency Accuracy Coherence Range of Language Body language Pronunciation Interaction …..
Holistic assessment TO GIVE THE STUDENT A LEVEL: Able to communicate in an effective
way Able to transmit ideas and to be
understandable Understandable pronunciation
despite foreign accent
The rater in the oral assessment process
Experienced rater and with teaching experience. To know the demands of levels and to know the purposes of
examinations. To know expectations related to Microabilities (phonemes, grammar,
vocabulary, fluency, effective interaction, etc) y Macroabilities (non-verbal language, communicative functions, suitable discourse for each situation, etc) (Brown, 2004)
Friendly and communicative personality Interaction facilitator.
Influence of rater in the oral test process
PERFORMANCE
RATERS SCORE
Influence of rater personality. Non-verbal rater’s communication. Respect candidate and not to interrupt to correct. Example in which rater is giving new vocabulary to candidate.
EN: What is she like in the class?CA: Well, she is very quiet.
EN: And you are noisier. Correct explanation of instructions: https://
www.youtube.com/watch?v=Iq0c9jFo89A Example of Cambridge rater: https://
www.youtube.com/watch?v=QwlBZc9MrJA“No one judgement may be said to be definitive” (Lumley and McNamara 1995:57)
Content of oral tests: individual production and interaction
Personal information or opinions. Descriptions (photographs, places, hobbies…) Global simulations of possible real situations:- Inmigrants- School students- Travellers- Professionals Improvised interaction.
Oral test format (human and ICTs)
Human-scored
Computer-scored: Automatic Speech recognition (ASR)
Human-deliveredComputer-delivered
Semi-directBulats online, TOEIC, TOEFL iBT
AutomáticPearson PTE Academic, TOEFL iBT practice tests
DirectCambridge
Examinations, Trinity
Examinations
ICTs in oral assessment Automatic evaluation: Automatic Speech Recognition (ASR): not very reliable
for assessing but good for self learning and improving pronunciation.http://www.iallt.org/iallt_journal/an_online_oral_practiceassessment_platform_speak_everywhere International Association for Language Learning Technology
Semi.direct evaluation: https://www.youtube.com/watch?v=QKmcrjQxDMohttps://www.youtube.com/watch?v=TUPTT659464
ICT tools for oral assessment Tools to practice and assess oral skills
Audacity http://audacity.sourceforge.net/ (Recorder and editor)
Chirbit: www.chirbit.com#sthash.RHC8JsMK.dpuf (Recorder and extract tracks of videos)
Voki: www.voki.com (It creates an avatar that speaks)
Voicethread: www.voicethread.com (Uploading multimedia content and other users can comment with text, audio or video.
Voxopop: www.voxopop.com (audio recording among students and teachers)
UNED EORALS: http://eoral.uned.es
Advantages and limitations of ICTs in oral assessment
Advantages
Face to face examiner disappears. Recordings can be listened to more
times for assessment (examiner). The recording can be repeated
(candidate) Less embarrasing for shy candidates. Time saving. More thoughtful assessment.
Limitations
Face to face examiner disappears. Pressure of time and media . Skills in ICTs use. Recording quality. It may cause
misunderstanding. Technical or internet failures.
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WORKSHOP 1
Holistic assessment Business English Exam
(Bulats)Just give a CEFRL level (A1-C1) to the following speeches.
Speaking Markscheme.pdf
Holistic assessment
From 1-3 assess each of the oral skills of the following interaction:
Final Restaurant.MPG Interaction
restaurant scale.xlsx
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WORKSHOP 2
Design an interaction activity and a suitable way to assess the students. Specify:- Students profile- Level- Rater(s)- Time available for the activity
(classroom/home/preparation time)- How to assess the students- Objective of activity
References
Berry, V. (2004) A Study of the Interaction between Individual Personality Differences and Oral Performance Test Facets. Unpublished PhD Thesis. Kings College. The University of London.
Brown, H.D. (2004) Language Assessment: Principles and Classroom Practices, New York: Longman.
Fulcher, G. (2003) Testing Second Language Speaking. Harlow: Person Education Ltd.
Lumley, T. & McNamara, T.F. (1995) Rater characteristics and rater bias: implications for training, Language testing 12(1), 54-71.
Taylor, L. (Ed) (2011) Examining Speaking: Research and Practice in Assessing Second Language Speaking, Studies in Language Testing, volume 30, Cambridge: UCLES/Cambridge University Press.
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Recommended bibliography• Alarcón Pérez, C. (2007) “Evaluar la expresión oral: propuesta contra los viejos
inconvenientes. Logroño. Libro de Actas .pp.191-204.• Alderson, J.C., Clapham, C. y Wall, D (1995) Language test Construction and Evaluation.
Cambridge. Cambridge University Press. • ALTE (2001) Principles of Good Practice for ALTE examinations. www.alte.org• Calle, C. y Pomposo, L. (2010) “Estudio de la eficacia de actividades prácticas en el aula de inglés
de negocios para mejorar las destrezas orales”. Universidad de Vigo. Libro de actas de XXVIII Congreso de AESLA. Pp. 461-472. Vigo.
• Carroll, B. (1980) Testing Communicative Performance. An interim Study. Oxford. Pergamon Press• Douglas, D. (1997). “Testing speaking ability in academic contexts: theoretical considerations”.
TOEFL Monograph Series. Princeton, NJ: Educational Testing Services .• García-Debenc, C. (2010) “Evaluar lo oral”. Enunciación. Vol 15. Num 2/Julio-Diciembre. Bogotá.
Colombia. pp. 103-13• Luoma, S. (2004) Assessing Speaking. Cambridge. Cambridge University Press.• McNamara, T.F. (1996) Measuring Second Language Performance. London: Longman.• O’Malley, J.M. y Pierce, L. (1996) Authentic Assessment for English Language Learners: practical
approaches for teachers. New York: Addison Wesley.
Thanks