Understanding speaking assessment - Cambridge...

Understanding speaking assessment:what every teacher should know

Evelina Galaczi and Nahal Khabbazbashi

Who are you?

A. I’m a teacher.B. I’m the co‐ordinator/director of studies.

C. I’m a learner.D. I’m a parent.

Why are you here?

A. I need evidence of Continuous Professional Development

B. I want to earn an Open BadgeC. I want to know more about Speaking Assessment

D.Other

Understanding speaking assessment:what every teacher should know

Evelina Galaczi and Nahal Khabbazbashi

Our aim today

Explore:

• key questions

• practical tips

Why am I testing?

Who am I testing?

What am I testing?

How am I testing?

How am I scoring?

How is my test

benefiting learners?

What can make speaking more difficult to assess than other skills?

© Jojje

Why am I testing?

Who am I testing?

What am I testing?

How am I testing?

How am I scoring?

How is my test


Find the difference between the two pictures

Discuss a topic in a group of two or three

Describe a person who has greatly

influenced you in your life.

You should say:

1. where you met them

2. what was special about them

3. why this person influenced you so much.

Interaction

Monologue

Reproduction

COGNITIVE KNOWLEDGE AND PROCESSING

• Generation of ideas (conceptualisation)What is

speaking?


• Generation of ideas (conceptualisation)

• Knowledge of grammar

• Knowledge of vocabulary

What is speaking?





• Knowledge of sounds

• Articulation

What is speaking?






• Articulation

• Self‐monitoring

What is speaking?






• Articulation

• Self‐monitoring

Automatic

What is speaking?

the mechanics of driving = core linguistic knowledge

© Rawpixel.com

a range of driving situations =

© Rawpixel.com

CEFR

the mechanics of driving = core linguistic knowledge

a range of communicative situations

Why am I testing?

Who am I testing?

What am I testing?

How am I testing?

How am I scoring?

How is my test


Test tasks

• Talk about a topic• Describe a photograph, compare photographs

• Tell/summarise a story• Question and answer • Discussion• Information gap activities• Role plays

Paired tasksWhat are some advantages andpossible disadvantages of this task?

© Jojje

Advantages:• high authenticity• interactional skills

Paired tasks

Advantages:• high authenticity• interactional skills

Limitations:• role of personality, age, gender, language ability, etc.

Paired tasks

What should we do about the possible limitations of a task?

• Include a range of task types:o question and answero monologueo paired interaction.

What should we do about the possible limitations of a task?

• Include a range of task types and a range of different channels:o question and answero monologueo paired interaction.

• Use of analytical and global criteria and scales

No ‘best’ way to test speaking

• Each task has its unique advantages and limitations

• Each task is suitable for different purposes

Task difficulty

© Jojje

Task AA young man on holiday in North America wants to buy a present to take home to his parents. Talk together about the different presents he could buy, and say which would be best.Here is a picture with some ideas to help you.

Task B

Task difficulty

© Jojje

Cambridge English: Preliminary (CEFR level B1)

• Concrete topic

• Familiar context

Cambridge English: Advanced (CEFR Level C1)

• Open‐ended • Abstract topic• Giving opinions

Task difficulty: topic/type of information

Personal

Familiar

Concrete

Non‐personal

Unfamiliar

Abstract

LESS MORE

Task difficulty: speech functions

Speech functions• Informational functions (e.g. expressing opinions, comparing)

• Interactional functions (e.g. agreeing, asking for opinion, persuading)

• Interaction management functions (starting to speak, interrupting)

Task difficulty: example

Description

Task difficulty: example

Description

DescriptionExpressing/justifying opinionsComparing

Other factors which affect task fairness

• Are the instructions clear?


• Are the instructions clear?• Is the purpose of the task clear to the test takers?



• Is there a range of tasks?



• Is there a range of tasks?• Are the items/tasks in a justifiable order?



• Is there a range of tasks?• Are the items/tasks in a justifiable order?• Is the timing for each part of the test appropriate?



• Is there a range of tasks?• Are the items/tasks in a justifiable order?• Is the timing for each part of the test appropriate?

• Are the marking criteria clear to the test takers?

Why am I testing?

Who am I testing?

What am I testing?

How am I testing?

How am I scoring?

How is my test


Assessment scales: why do we need them?

Speech ScoreAssessment scale and criteria

Rating scales and criteria = reflect test constructRating scales and criteria = help with test reliability

Assessment criteria: which ones?

Picture description task

Assessment criteria: which ones?

Paired discussion task

Types of scales

Holistic• General impression • One overall mark

Analytic • Broken down into separate features• Several marks – one for each assessment criterion

Analytic scales

Strengths• Diagnostic information• Useful in rater training• Useful for L2 learners who have an uneven profile.

Limitations• Time‐consuming

Holistic scales

Strengths• Practicality: faster

Limitations• No useful diagnostic information (single score)

• Difficult to use when skills are unevenly developed

Fair Speaking tests Clear test

purpose

Suitable test

construct

Range of task types

Examiner training

Appropriate assessment

scales

Further information

Teaching English

Sample papers, handbooks, lesson plans and teacher guides

Free resources for teachers

For new and experienced teachers

Teaching Qualifications

Helps you assess which stage you are at in your professional development and work out where you want to get to next

Teaching Framework

About our exams and teaching

Webinars

www.cambridgeenglish.org/teaching-english

www.cambridgeenglish.org/silt

Further information

University of CambridgeCambridge English Language Assessment1 Hills Road, Cambridge, CB1 2EU, UKTel: +44 (0)1223 553997Fax: +44 (0)1223 553621Email: [email protected]

Keep up to date with what’s new via the Cambridge English Language Assessment website:www.cambridgeenglish.org

For information on Cambridge English webinars for teachers:www.cambridgeenglish.org/webinars

Understanding Test Scores14 and 16 November 2016

Understanding speaking assessment - Cambridge...

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