XIV Peru-TESOL Sharing Teaching and Learning Experiences in a Global World Iquitos August 2, 2006 M....

XIV Peru-TESOLSharing Teaching and Learning Experiences in a Global World

Iquitos

August 2, 2006

M. Karen Jogan, Ph.D.

[email protected]

Catching that elusive butterfly:assessing speaking in five easy

steps

M. Karen Jogan, Ph.D. [email protected] Peru TESOL 2006

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Today we will…

Outline the process to capture oral competency of EFL students

Define oral proficiency – identify proficiency levels in instructional program

Design assessable speaking tasks for each level Identify or create rubrics used to assess

speaking tasks Align assessment tool to a program outcome Prepare to implement an oral assessment plan


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What are the steps in the process?

1. Determine minimal outcomes, using proficiency guidelines

2. Include speaking tasks for assessment in the classroom

3. Adapt or develop assessment tools to assess speaking

4. Promote contextualized speaking activities

5. Assess the speaking task, incorporate into overall assesment framework


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1. Determine minimal student outcomes


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What is proficiency?

Novice

Intermediate

Advanced

Superior


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Specific linguistic functions


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Superior

Advanced

Intermediate

Novice Tell time, give one´s name, describe weather, list objects


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Superior

Advanced

Intermediate

Ask for directions, describe preferences, ask and answer questions, order a meal



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Superior

Advanced

Narrate a story in the past, compare and contrast

Intermediate




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Superior Support opinion, hypothesize, narrate in detail, abtract topics

Advanced

Narrate a story in the past, compare and contrast

Intermediate




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Discourse – from limited to extended


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Superior Discourse levelMultiple paragraphs

Advanced Multiple sentences paragraph levelHandle complex situation and transaction

Sentences create with language; handle simple situation/transaction

Novice Short memorized phraseslists


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Time to think!

In which level of EFL instruction are your students able to perform the following? Complain Summarize Narrate a past event Greet a friend Compare Ask questions to elicit personal information


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To consider how well students perform language functions, which (assessment) activities are appropriate?What does the student DO to

demonstrate competency???


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Describe Ask and answer

questions Narrate in past


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Describe Ask and answer

questions Narrate in past

Oral presentations Interview your partner Story retelling,

summarizing Picture-cued

descriptions


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Ask/provide information

Agree/disagree Express opinions Support opinions Persuade Complain


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Ask/provide information

Agree/disagree Express opinions Support opinions Persuade Complain

Role Plays Debates Information gap


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Get the gist Get the main idea Get specific details Summarize


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Get the gist Get the main idea Get specific details Summarize

Tell/discuss what you heard audio file film news report native speaker…

Tell about what you read in newspaper report story, etc.


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Summarize Describe Synthesize Analyze

Summarize/describe/ anaylze video program Article, etc.


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2. Include speaking tasks for assessment in the classroom


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List all speaking activities which are part of your course

Designate or design specific speaking tasks for assessment

Define all elements of the “product” which you expect your students to produce

Consider which criteria you will use for assessment


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Interpersonal mode Roleplays among students Interviews between students Oral monologues Situation cards (simulations) Performing a play

Presentational mode Narration or description (oral presentation) Poster session Oral presentation with power point


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Time to talk!

Describe an oral activity which your students have performed successfully. Why do you think that activity was successful?

Describe an oral activity that your students did not perform well. Why do you think that the activity was unsuccessful?


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Rules to remember

Design the task carefully.

If you can´t define it, you can´t assess it.


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Designing a speaking activity

Determine level Select function or language task

What is the grammar students need to perform this task?

Select a topic or situation Vocabulary?

Define a time frame (present/past/future) Define the elements of the context

Who, what, where, when???

What aspects of culture must be included as part of the activity?


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It´s your turn!

Design a speaking activity1. Level

2. Function

3. Grammar

4. Context – who, what, where, when

5. Content – topic or situation

6. Culture


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3. Adapt or develop assessment tools to assess speaking


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Recognize that a variety of assessment tools can be used

Survey avaliable assessment instrumentsExamine criteria; recognize that criteria

can differ according to instructional levelCollaborate to develop appropriate

assessment toolsMatch assessment tool to appropriate

activity and instructional level


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4. Promote contextualized speaking activities


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Move from skill building to skill using in the instructional program What can students DO????

Move from meaningful to communicative to situational activities

Provide a framework for students to structure a conversational exchange

Monitor the process


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Sample role play buildup

Context:You have just met a new student from

the U.S. who is attending your university. You want to find out about this person and what you both have in common. After you establish common ground, invite your new friend to join you for an activity in which you are both interested.


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Prepare your students for success!


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Sample role play buildup: instructions to students

Preliminary step Key words and

phrases I will use

Question words

Nouns

Verbs


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1. Write down the question words you will need to ask

2. Write down possible answers to these questions

3. Interview someone in the class

4. Write down the answers you hear

5. Let your partner interview you


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6. Decide with your partner which questions are the most appropriate

7. Decide with your partner which role each of you will play

8. Practice acting out with your partner


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And the final step

Now, act out your role play.

Teacher uses assessment tool to evaluate the student product


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Excedes

requirements

Meets requirements

Needs improvement

Content Original and on task: excellent use of new vocabulary

Content is complete

Incomplete content or vocabulary

Accuracy Grammar usage is exceptional

Grammar usage is appropriate

Grammar needs improvement

Fluency Speaks without hesitations

Some hesitations

Halting and many hesitations


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5. Assess the speaking task and incorporate into the overall assessment framework


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Address the goals of your programMake known to students the criteria for

assessment and the specific tasks to be assessed prior to the activity

Apply an appropriate assessment instrument to the oral task

Review outcomes


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And finally…

Evaluate the effectiveness of your assessment tool

Consider how to improve your course or program, based on results from assesment


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Programatic global assessment

Oral interview Oral presentation – final project Essay – final product Listen or read and summarize/evaluate/analyze

orally or in writing Portfolio = collections, selections, and reflections Standardized test or mock test

Integrative tests tap all skills!


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How can we catch that elusive butterfly?

1. Build a team

2. Determine goals of your assessment program.

3. Match course objective to the test.

4. Test like you teach, teach like you test!

5. Review sample assessment tools.

6. Adapt tools to meet your program’s needs


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7. Use the assessment tool with your class.8. Critique the tool with your colleagues.

Are you consistent with your colleagues in its application?

Are there ways that the tool or the activity could be improved?

Should more “buildup” opportunities be provided to your students?

9. Collaborate and continue to share, review, adapt, & critique with colleagues.


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Time to work…


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Your Assignment…

Define a student outcome for oral production

Clearly define the task that the student will complete to demonstrate competency

Identify a rubric for use in evaluating the task. Consult online resources that follow.

Match rubric to task


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Online references

Rubistar Adapt rubrics to meet the criteria you determine to

evaluate student products http://rubistar.4teachers.org/index.php

Rubric Bank – Chicago City Schools Review grading guidelines for speaking, writing

activities http://intranet.cps.k12.il.us/Assessments/

Ideas_and_Rubrics/ideas_and_rubrics.html

Landmark Create a rubric from scratch

http://landmark-project.com/classweb/tools/rubric_builder.php3


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University of Alaska sample assessment instruments Scoring guides

http://www.eed.state.ak.us/tls/frameworks/wrldlang/wlinstr3.html

Kenyon County Schools Assesment tools and links

http://www.kenton.k12.ky.us/tr/rubrics.html


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Discovery School Assessment tools Comprehensive collection of assessment tools

http://school.discovery.com/schrockguide/assess.html

Fairfax County Virginia Public Schools Performance Assessment for Language

Students http://www.fcps.k12.va.us/DIS/OHSICS/forlang/PALS

/rubrics/

Camila Wirsching


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References

Bachman, Lyle F. 1990. Fundamental considerations in language testing. New YOrk: Oxford University Press

Oller, John W. 1980. Language tests at school. New York: Longman

O’Malley, J. M. and L. Valdez Pierce (1996). Authentic Assessment in English Language Learners. New York; Addison Wesley.

XIV Peru-TESOL Sharing Teaching and Learning Experiences in a Global World Iquitos August 2, 2006 M....

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