Del campo and quezada third assignament(1)

Universidad Católica de la Santísima Concepción

Facultad de Educación

Departamento de Lenguas

Language Assessment

UNIT THREE

Speaking Test

(Language Assessment) Dannae Del Campo and Gabriela Quezada

Professor

Roxana C. Correa

Concepción, 2014

Speaking Task

1) Discuss these photographs with a partner and get to an agreement of which

place is better to go on a holiday with your family.

2) Describeone photograph:

Student A: What are the advantages and disadvantages of going to

the first place?

Student B: What are the advantages and disadvantages of going to

the second place?

Adapted from: (Capel and Sharp, Objective First Certificate, 2005,

p.20)

Luoma’s Specifications (2004)

The test purpose: The test aims to assess students’ oral abilities when

describing and coming to an agreement.

Description of the examinees: Two students from second year of English

pedagogy at UCSC.

Test level: Intermediate.

Definition of construct: Communicative approach.

Description of suitable language course or textbook: Taking from the

objective first certificate because it is coherent with the level of the

examinees.

Number of sections/papers: Two sections.

Time for each section/paper: First section: 2-3 minutes, second section: 1-2

minutes each student.

Weighting for each section/paper: The first section has 32 points and the

second section has 28 points. The task has a total of 60 points.

Target language situation:In the first picture students have to get to an

agreement to which place is better for going on a holiday. Therefore, they

will use superlatives and adjectives including vocabulary related to places.

In the second task they have to describe the advantages and disadvantages

of one place. For this, they will use adjectives and vocabulary related to

places.

Text types: Images

Text length: Two images for each pair of students.

Language skills to be tested: Speaking

Language elements to be tested: Section 1(content task oriented,

pronunciation, use of vocabulary, fluency, organization of ideas, turn taking

and attitude), section 2 (content task oriented,pronunciation, use of

vocabulary, fluency, organization of ideas).

Test tasks: In the first section students have to describe the photographs

with a partner and get to an agreement of which place is better to go on a

holiday with your family. In the second task each student has to give the

advantages and disadvantages of going to the first place (Student A) and

the second place (Student B).

Test methods: Students will be assessed in pairs on the first task while they

look to pictures and get to an agreement of which place is better to go. In

the second task, they will be assessed separately while each of them look at

one picture and gives the advantages and disadvantages of going to that

place.

Rubrics: See page 4 and 5

Criteria for making: See page 4 and 5

Description of typical performance at each level: See page 4 and 5

Description of what candidates at each level can do in the real world: See

page 4 and 5

Sample papers: See page 4 and 5

Samples of students’ performance on task: See page 7, 8, 9 and 10.

Fulcher’s specification

Specification Task 1 Task 2

Taskorientation Guided Guided

Interactionalrelationship Interactional (two-ways) Non-interactional

Interlocutor status Balanced Balanced

Goalorientation Thereis Thereis

Familiarity High Balanced

Topics Getting in an agreement with someone else about going to a place on a holiday

Comparing and describing images (Places)

Speaking Test Rubric: Section 1 Total Score ____/ 32

EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS

IMPROVEMENT: 1

Content task oriented

The student covers appropriately all the

questions related to the topic aiding task

completion.

The student covers most of the questions

related to the topic aiding task completion.

The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task.

The student refers primarily on irrelevant content.

Pronunciation (x2)

The Student’s pronunciation is very

clear, almost error-free; besides, his/her stress

and intonation improves comprehension in the

topic. Also, he/she always uses appropriate

intonation patterns according to the situation.

The student’s pronunciation is

generally correct, with occasional errors; besides, his/her

pronunciation has a reasonable control of stress and intonation

which helps comprehension in the

topic. Also, he/she generally uses

appropriate intonation patterns according to

the situation.


occasionally correct, with frequent errors; besides,

his/her stress and intonation are not always

clear enough to understand which confuses the

listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the

situation.

The student’s pronunciation is rarely

correct, most utterances contain errors; besides,

his/her stress and intonation is often difficult to understand which stops

the listener from understanding the topic. Also, he/she fails to use

adequate intonation patterns according to the

situation.

Use of Vocabulary

The student uses a wide range of vocabulary and

expressions. Excellent use of collocations,

adjectives. Grammatical structures are always

used correctly and accurately.

The student uses a fairly wide range of

vocabulary and expressions, but makes

some errors in word choice. Most of the

grammatical structures are used accurate,

The student uses a limited range of vocabulary and

expressions. Most grammatical structures are basic for the level and used

inaccurately.

The range of vocabulary is basic. Grammatical

structures are also basic with frequent errors.

Fluency (x2)

The speech runs smoothly without hesitation and

use fillers. The student’s voice volume is

appropriate.

The speech runs with occasional hesitations

but it does not interfere with communication. The volume is mostly appropriate and the student uses several

fillers.

The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class. Too many types of filler are

used.

The speech is often interrupted by hesitation

and fillers which often interfere with

communication. The student’s voice volume is

either too low or too slow.

Organization of ideas

The student organizes his/her ideas correctly.

The student uses connectors in an appropriate way.

The student organizes most of his/her ideas

correctly. Frequent use of connectors with

some errors.

The student organizes a few ideas correctly. There is

not enough use of connectors with a few

errors.

The student does not organize his /her ideas

correctly and there is no presence of connectors or they are used incorrectly

.Very frequent errors.

Turn taking and attitude

Speaker is eager to speak yet he/she lets the other speaker develop his ideas as well. Interaction flows

smoothly. The use of attention-getting devices is appropriate and both speakers are willing to

listen to the other speaker’s ideas to make

the conversation

Speakers are able to make the

communication flow and sometimes they

overlap the other speaker’s turn to speak. Their attitude towards the situation is good:

both are willing to interact with each

other.

Speaker overlaps the other making the interaction difficult to follow and

his/her attitude towards the situation is slightly

confusing.

Speaker shows little respect for the other speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak.

Bothspeakers are clearlyuncomfortableduring

theinteraction.

coherent.

Speaking Test Rubric: Section 2 Total Score: _____/ 28

EXCELLENT:

4 GOOD: 3 ADEQUATE: 2 NEEDS

IMPROVEMENT:

1

Content task

oriented

The student covers

appropriately all the

questions related to

the topic aiding task

completion.

The student covers

most of the



completion.

The student covers

some of the


the topic but is not

enough content to

meet the

requirements of the

task.

The student refers

primarily on irrelevant

content.

Pronunciation

(x2)

The Student’s

pronunciation is very

clear, almost error-

free; besides, his/her

stress and intonation

improves

comprehension in the

topic. Also, he/she

always uses

appropriate

intonation patterns

according to the

situation.

The student’s

pronunciation is

generally correct,

with occasional

errors; besides,

his/her

pronunciation has a

reasonable control of


which helps

comprehension in

the topic. Also,

he/she generally

uses appropriate

intonation patterns

according to the

situation.

The student’s

pronunciation is

occasionally correct,

with frequent errors;

besides, his/her


are not always clear

enough to

understand which

confuses the

listener’s

comprehension in

the topic. Also,

he/she fails to use

adequate intonation

patterns according to

the situation.

The student’s

pronunciation is rarely

correct, most utterances

contain errors; besides,

his/her stress and

intonation is often

difficult to understand

which stops the listener

from understanding the

topic. Also, he/she fails

to use adequate

intonation patterns

according to the

situation.

Use of

Vocabulary

The student uses a

wide range of

vocabulary and

expressions.

Excellent use of

collocations,

adjectives.

Grammatical

structures are always

used correctly and

accurately.

The student uses a

fairly wide range of

vocabulary

andexpressions, but

makes some errors

in word choice.

Most of the

grammatical

structures are used

accurate,

The student uses a

limited range of

vocabulary and

expressions. Most

grammatical

structures are basic

for the level and

used inaccurately.

The range of vocabulary

is basic. Grammatical

structures are also basic

with frequent errors.

Fluency

(x2)

The speech runs

smoothly without

hesitation and use

fillers. The student’s

voice volume is

appropriate.

The speech runs

with occasional

hesitations but it

does not interfere

with

communication. The

volume is mostly

appropriate and the

The speech is

frequently

interrupted by

hesitations. The

student’s voice

volume is not

suitable for the

class.Too many

The speech is often

interrupted by hesitation

and fillers which often

interfere with

communication. The

student’s voice volume

is either too low or too

slow.

student uses several

fillers.

types of filler are

used.

Organization of

ideas

The student

organizes his/her

ideas correctly. The

student uses

connectors in an

appropriate way.

The student

organizes most of

his/her ideas

correctly. Frequent

use of connectors

with some errors.

The student

organizes a few ideas

correctly. There is

not enough use of

connectors with a

few errors.

The student does not

organize his /her ideas

correctly and there is no

presence of connectors

or they are used

incorrectly .Very

frequent errors.

Test pilot

During the pilot two third year students from English Pedagogy were

assessed. Their level is intermediate and they are working during classes with the

First Certificate Cambridge.

After piloting, we noticed that in section two, the question did not specify the

number of advantages and disadvantages the students had to mention. The

students asked how many reasons they needed to answer to have the total score

of the task. Therefore, it was needed to clarify the question by asking them to give

specifically two advantages and two disadvantages.

Regarding to the time for each section, we realized that both students

answer the questions during the estimated time. Although, one of the students

spoke more than the other, both students accomplished what was expected.

In terms of images, the students did not present any problem at the moment

of describing and comparing them. Therefore, we can conclude that the images

were suitable for the task and the examinees.

Rubric Piloting Test: Section 1, Student A Total Score 30/32


IMPROVEMENT

: 1



questions related to the topic aiding task completion.

The student covers most of the questions related to the topic aiding task completion.



Pronunciation (x2)

The Student’s pronunciation is very clear, almost error-

free; besides, his/her stress and intonation improves

comprehension in the topic. Also, he/she always uses appropriate intonation

patterns according to the situation.

The student’s pronunciation is generally correct, with

occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses

appropriate intonation patterns according to the

situation.


occasionally correct, with frequent errors;

besides, his/her stress and intonation are not always clear enough to

understand which confuses the listener’s comprehension in the

topic. Also, he/she fails to use adequate

intonation patterns according to the

situation.


correct, most utterances contain

errors; besides, his/her stress and intonation is

often difficult to understand which stops

the listener from understanding the



situation.

Use of Vocabulary


expressions. Excellent use of collocations, adjectives.

Grammatical structures are always used correctly and

accurately.

The student uses a fairly wide range of vocabulary and

expressions, but makes some errors in word choice. Most

of the grammatical structures are used accurate,


expressions. Most grammatical structures are basic for the level and used inaccurately.



Fluency (x2)

The speech runs smoothly without hesitation and use fillers. The student’s voice

volume is appropriate.

The speech runs with occasional hesitations but it

does not interfere with communication. The volume is mostly appropriate and the

student uses several fillers.

The speech is frequently interrupted

by hesitations. The student’s voice volume is not suitable for the class. Too many types

of filler are used.

The speech is often interrupted by

hesitation and fillers which often interfere with communication. The student’s voice volume is either too

low or too slow.


The student organizes his/her ideas correctly. The student

uses connectors in an appropriate way.

The student organizes most of his/her ideas correctly.

Frequent use of connectors with some errors.

The student organizes a few ideas correctly.

There is not enough use of connectors with a

few errors.

The student does not organize his /her ideas correctly and there is

no presence of connectors or they are used incorrectly .Very

frequent errors.


Speaker is eager to speak yet he/she lets the other speaker

develop his ideas as well. Interaction flows smoothly. The use of attention-getting devices is appropriate and

both speakers are willing to listen to the other speaker’s

ideas to make the conversation coherent.

Speakers are able to make the communication flow and sometimes they overlap the

other speaker’s turn to speak. Their attitude towards the situation is good: both are

willing to interact with each other.

Speaker overlaps the other making the

interaction difficult to follow and his/her

attitude towards the situation is slightly

confusing.

Speaker shows little respect for the other

speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak. Bothspeakers

are clearlyuncomfortabledu

ringtheinteraction.

Rubric Piloting Test: Section 2, Student A

Total Score: 26/28

EXCELLENT:


IMPROVEMENT:

1

Content task

oriented

The student covers




completion.

The student covers

most of the



completion.

The student covers

some of the



enough content to

meet the

requirements of the

task.

The student refers


content.

Pronunciation

(x2)

The Student’s





improves

comprehension in

the topic. Also,

he/she always uses

appropriate

intonation patterns

according to the

situation.

The student’s

pronunciation is

generally correct,

with occasional

errors; besides,

his/her

pronunciation has a

reasonable control

of stress and

intonation which

helps

comprehension in

the topic. Also,

he/she generally

uses appropriate

intonation patterns

according to the

situation.

The student’s

pronunciation is



besides, his/her



enough to

understand which

confuses the

listener’s

comprehension in

the topic. Also,

he/she fails to use

adequate intonation


the situation.

The student’s




his/her stress and

intonation is often





to use adequate

intonation patterns

according to the

situation.

Use of

Vocabulary

The student uses a

wide range of

vocabulary and

expressions.

Excellent use of

The student uses a


vocabulary

andexpressions, but

makes some errors

The student uses a

limited range of

vocabulary and

expressions. Most

grammatical





collocations,

adjectives.

Grammatical


used correctly and

accurately.

in word choice.

Most of the

grammatical

structures are used

accurate,


for the level and

used inaccurately.

Fluency

(x2)

The speech runs

smoothly without

hesitation and use


voice volume is

appropriate.

The speech runs

with occasional

hesitations but it

does not interfere

with

communication. The

volume is mostly

appropriate and the


fillers.

The speech is

frequently

interrupted by

hesitations. The

student’s voice

volume is not

suitable for the

class.Too many

types of filler are

used.

The speech is often



interfere with

communication. The



slow.

Organization of

ideas

The student

organizes his/her


student uses

connectors in an

appropriate way.

The student

organizes most of

his/her ideas

correctly. Frequent

use of connectors

with some errors.

The student

organizes a few

ideas correctly.

There is not enough

use of connectors

with a few errors.





or they are used

incorrectly .Very

frequent errors.

Rubric Piloting Test: Section 1, Student B Total Score: 30/32


IMPROVEMENT

: 1



questions related to the topic aiding task completion.

The student covers most of the questions related to the topic aiding task completion.



Pronunciation (x2)

The Student’s pronunciation is very clear, almost error-

free; besides, his/her stress and intonation improves

comprehension in the topic. Also, he/she always uses appropriate intonation

patterns according to the situation.

The student’s pronunciation is generally correct, with

occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses

appropriate intonation patterns according to the

situation.


occasionally correct, with frequent errors;

besides, his/her stress and intonation are not always clear enough to

understand which confuses the listener’s comprehension in the



situation.


correct, most utterances contain

errors; besides, his/her stress and intonation is

often difficult to understand which stops

the listener from understanding the



situation.

Use of Vocabulary


expressions. Excellent use of collocations, adjectives.

The student uses a fairly wide range of vocabulary and

expressions, but makes some errors in word choice. Most


expressions. Most



Grammatical structures are always used correctly and

accurately.

of the grammatical structures are used accurate,

grammatical structures are basic for the level and used inaccurately.

Fluency (x2)

The speech runs smoothly without hesitation and use fillers. The student’s voice

volume is appropriate.

The speech runs with occasional hesitations but it

does not interfere with communication. The volume is mostly appropriate and the

student uses several fillers.

The speech is frequently interrupted

by hesitations. The student’s voice volume is not suitable for the class. Too many types

of filler are used.

The speech is often interrupted by

hesitation and fillers which often interfere with communication. The student’s voice volume is either too

low or too slow.


The student organizes his/her ideas correctly. The student

uses connectors in an appropriate way.

The student organizes most of his/her ideas correctly.

Frequent use of connectors with some errors.

The student organizes a few ideas correctly.

There is not enough use of connectors with a

few errors.

The student does not organize his /her ideas correctly and there is

no presence of connectors or they are used incorrectly .Very

frequent errors.


Speaker is eager to speak yet he/she lets the other speaker

develop his ideas as well. Interaction flows smoothly. The use of attention-getting devices is appropriate and

both speakers are willing to listen to the other speaker’s

ideas to make the conversation coherent.

Speakers are able to make the communication flow and sometimes they overlap the

other speaker’s turn to speak. Their attitude towards the situation is good: both are

willing to interact with each other.

Speaker overlaps the other making the

interaction difficult to follow and his/her

attitude towards the situation is slightly

confusing.

Speaker shows little respect for the other

speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak. Bothspeakers

are clearlyuncomfortabledu

ringtheinteraction.

Rubric Piloting Test: Section 2, Student B Total Score: 26/28

EXCELLENT:


IMPROVEMENT:

1

Content task

oriented

The student covers




completion.

The student covers

most of the



completion.

The student covers

some of the



enough content to

meet the

requirements of the

task.

The student refers


content.

Pronunciation

(x2)

The Student’s





improves

comprehension in

the topic. Also,

he/she always uses

appropriate

intonation patterns

according to the

situation.

The student’s

pronunciation is

generally correct,

with occasional

errors; besides,

his/her

pronunciation has a

reasonable control

of stress and

intonation which

helps

comprehension in

the topic. Also,

he/she generally

uses appropriate

intonation patterns

The student’s

pronunciation is



besides, his/her



enough to

understand which

confuses the

listener’s

comprehension in

the topic. Also,

he/she fails to use

adequate intonation


The student’s




his/her stress and

intonation is often





to use adequate

intonation patterns

according to the

situation.

according to the

situation.

the situation.

Use of

Vocabulary

The student uses a

wide range of

vocabulary and

expressions.

Excellent use of

collocations,

adjectives.

Grammatical


used correctly and

accurately.

The student uses a


vocabulary

andexpressions, but

makes some errors

in word choice.

Most of the

grammatical

structures are used

accurate,

The student uses a

limited range of

vocabulary and

expressions. Most

grammatical


for the level and

used inaccurately.





Fluency

(x2)

The speech runs

smoothly without

hesitation and use


voice volume is

appropriate.

The speech runs

with occasional

hesitations but it

does not interfere

with

communication. The

volume is mostly

appropriate and the


fillers.

The speech is

frequently

interrupted by

hesitations. The

student’s voice

volume is not

suitable for the

class.Too many

types of filler are

used.

The speech is often



interfere with

communication. The



slow.

Organization of

ideas

The student

organizes his/her


student uses

connectors in an

appropriate way.

The student

organizes most of

his/her ideas

correctly. Frequent

use of connectors

with some errors.

The student

organizes a few

ideas correctly.

There is not enough

use of connectors

with a few errors.





or they are used

incorrectly .Very

frequent errors.

Speaking Task after Piloting

3) Discuss these photographs with a partner and get to an agreement of which

place is better to go on a holiday with your family.

4) Describe one photograph:

Student A: What are the advantages and disadvantages of going to

the first place? Mention two advantages and two disadvantages

Student B: What are the advantages and disadvantages of going to

the second place? Mention two advantages and two disadvantages.

Adapted from: (Capel and Sharp, Objective First Certificate, 2005,

p.20)

References

Capel, A., & Sharp, W. (2005). Objective First Certificate. Cambridge Univertsity

Press, United Kingdom.

Fulcher, G. (n.d.) Examples of Task Types. Retrieved on May, Thursday 28th, 2014

from http://languagetesting.info

Luoma, S. (2004).Assessing Speaking. Cambridge University Press, United

Kingdome.

http://languagetesting.info/

Del campo and quezada third assignament(1)

Economy & Finance

Transcript of Del campo and quezada third assignament(1)