TESTING ORAL ABILITY

PAU L A SA L AZAR

ÁNGE L A MART Í N

E Z

Index1. Representative tasks• Specify all possible content• Include a representative sample of the specified content

when setting tasks2. Elicit a valid sample of oral ability

Choose appropriate techniques Plan and structure the testing carefully

3. Ensure valid and reliable scoring Create appropriate scales for scoring Calibrate the scale to be used Train scorers Follow acceptable scoring procedures

4. Example 5. Conclusion

1. Representative tasks• Specify all possible content

Content of the Cambridge CCSE Test Oral Interaction Operation content specification.

Expressing: like, dislike Directing: advising, instructing Describing: actions, events Eliciting: information, help Types of text: discussion Addressees: interlocutor Topics: Unspecified Dialect, accent and style: unspecified

The categorization of the operations (here referred to as skills) is based on Bygate (1987)

Skills: Informational skills

Provide personal information Give instructions Apologise Complain

Interactional skills Express agreement Elicit opinions Justify or support statements or opinions of other speakers Express disagreement

Skills in managing interactions Initiate interactions Change the topic of an interaction Give turns to other speakers Come to a decision

Types of text Presentation (monologue) Discussion Conversation InterviewOther speakers (addresses) Equal or higher status Known or unknownTopics familiar or interesting to the candidatesDialect British or American EnglishAccent RP, Standard AmericanStyle formal and informalVocabulary range Non-technical, except as the result of

preparation for a presentationRate of speechVaries according to the task

1. Candidate talks with teacher from their own institution. AIM elicit describing, explaining and justifying.

2. Candidates talk- after some time teacher joins. AIM elicit exchanging opinions and justifying.

• Include a representative sample of the specified content when setting tasksPay attention to LEVEL 4 CCSE (Cambridge Certificates in Communicative Skills in English) The test has two sections:

2. Elicit a valid sample of oral ability

• Choose appropriate techniquesThere are three general formats

1. Format 1 interview The most common format 1 serious drawback the candidate speaks to a superior and is unwilling to

take the initiative. Useful techniques to solve this problem:

Questions and request information: Requests for elaboration: what exactly do you mean? What would be a

good example of that? Appearing not to understand: i´m sorry but I don´t quite follow you. Invitation to ask questions: is there anything you would like to ask me? Interruption Abrupt change of topic

Pictures useful for descriptionsRole play AIM elicit natural languageExample: A friend invites you to a party on an evening when you want to stay

at home and watch the last episose of a television serial. Thank the friend (played by the tester) and refuse politely.

Interpreting it can test: production ( the candidate tries to convey the meaning of what

the native speaker says) comprehesion (the candidate attemps to convey what the visitor

is saying)Prepared monologue only if prepared presentations is

something required by the candidateReading aloud only if it has been a course objective

2. Format 2 Interaction with fellow candidates Advantage elicits language that is appropriate to exchanges between

equals; candidates feel more confident. Problem The performance of one candidate is likely to be

affected by that of the others.Better not to have more than two candidates interacting.Possible techniques to use:

DiscussionRole play: tester is an observer difficulty imagining the teacher as a friend.

3. Format 3 Responses to audio- or video- recordings

Use of the same computer generated or audio/video recorded stimuli.

Semi-direct formatDisadvantage: INFLEXIBILITY—> no way of following up candidate´s responses.

A good source of techniques ARELS Examination in Spoken English and Comprehension, which incluse:Described situations: example: You are walking through town one day and you meet two friends who you were sure had gone to live in the USA. What do you say?

Remarks in isolation to respond to: example there is a good film on TV tonight.

Simulated conversation

• Plan and structure the testing carefully1. Timing make the oral test as long as is feasible.2. Plan the test.3. Give the student many ways of being assessed.4. Have a second tester present.5. The task asked, should be expected.6. Good acoustic.7. Put the candidates at their ease so that thet can show

what they are capable of.8. Collect enough relevant information.9. Give enough talking time to the candidate.10.Select interviewers carefullt and train them.

Reminder…Testers should avoid be seen making notes on the candidates’ performance.

Example of planning an oral test

TEST’S STAGES1. Background and over view

2.Assignig candidates to levels

3. Conducting interviews

4. Assessment

3. Ensure valid and reliable scoring

• Create appropriate scales for scoring

Examples: 1, 2

ACCURACY PronunciationAPPROPRIACY The use of languageRANGE Vocabulary, language available to

the candidateFLEXIBILITY Adaptation to changes at the

conversationSIZE Capability of making lenghty and

complex contributions where appropriate

Use analytic scales

• Calibrate the scale to be used

• Train scores

• Follow aceptable scoring procedures great care must be taken into account to ignore personal qualities of the

candidates.

4. ExampleAssessing group oral presentation.

Methodology and Resources for English Teaching.

Craeted by students.Rubric.

5. Conclusion • Assessing oral abilities is not easy.• It takes time and effort to obtain valid and

reliable results.• It depends on individual institutions the

appropriatness of content, rating scales levels, elicitation of techniques.