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Testing Speaking (Language and Literature Assesment)

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Testing Speaking (Language and Literature Assesment)

  1. 1. TEST ING OF by Christine May M. Serrano
  2. 2. WHAT IS SPEAKING?  the action of conveying information or expressing one's thoughts and feelings in spoken language  to utter words or articulate sounds  an interactive process of constructing meaning that involves producing and receiving and
  3. 3. WHAT ARE WE TRYING TO MEASURE? In testing speaking, we are trying to measure the students’ ability to INTERACT in the target language in spoken form. Therefore, this involves not just PRODUCTION but as well as COMPREHENSION.
  4. 4. TESTING SPEAKING Why is it so difficult to test the speaking skills?  It is neither possible nor desirable to separate the speaking skills from listening skills because these two are interdependent.  It is frequently impossible to administer a reliable test to a large number of students because of limited time.
  5. 5. TEST FORMATS FOR SPEAKING Reading Aloud Conversational Exchanges Pictures and Diagrams Oral Interview More others…
  6. 6. 1. READING ALOUD Many present-day oral tests include a test of reading aloud in which the students are given a short time to glance through an extract before being required to read it aloud. Tests involving reading aloud are generally used to assess the students’ pronunciation skills.
  7. 7. READING ALOUD In reading aloud, it is helpful to imagine actual situations: Reading aloud directions to a friend(e.g., how to cook a certain dish) Reading aloud a letter Re-telling a short story or an incident
  8. 8. ACTIVITY Pork Sinigang Cooking Instructions 1. Boil water in a pot. 2. Add the pork liempo, tomato, onion, and tamarind sinigang soup mix. 3. Cover the pot and boil until the meat is tender. 4. Add the long chili pepper, radish, taro, string beans, and eggplant. 5. Cover the pot and continue boiling until the vegetables are cooked.
  9. 9. ACTIVITY
  10. 10. 2. CONVERSATIONAL EXCHANGES Constructive interplay with unpredictable stimuli and responses attempts to control the interaction taking place. The item types range from items presenting the testees with situations in which they initiate conversations to incomplete conversations with the part of one speaker omitted (one-sided
  11. 11. 2. CONVERSATIONAL EXCHANGES Type 1. The testees are given a series of situations and are required to construct sentences/lines accordingly.
  12. 12. ACTIVITY Directions: Construct and deliver lines orally whether it is a monologue or a dialogue according to the given situations below. 1. It’s raining heavily. Tom and Anna are waiting impatiently at home to set off on their picnic. 2. Delilah is waiting for her friends outside the cinema. The show is just about to start but they haven’t arrived yet. 3. Mrs. Green is living alone in a flat. She wishes she lives in a small house with a garden.
  13. 13. 2. CONVERSATIONAL EXCHANGES Type 2. This type of test item is similar to the previous one but not as strictly controlled. No made responses are given by the examiner and the students are free to use whatever response they wish.
  14. 14. ACTIVITY Directions: Respond orally according to the given situations below. 1. A friend of yours has been dumped by her boyfriend. She would not stop crying. What will you tell her? 2. You are on your way home when you see your little brother being bullied by his classmates. You approach them angrily. What will you say to his classmates? 3. You and your boyfriend are about to go on a date. Your best friend suddenly popped inside your room inviting you to a party.
  15. 15. 2. CONVERSATIONAL EXCHANGES Type 3. The students hear a stimulus to which they must respond in any appropriate way. This test item relies on conventional greetings, apologies, acceptable ways, or expressing polite disagreement, etc.
  16. 16. ACTIVITY Directions: Respond orally and appropriately to the given situations below. 1. Do you mind if I sit next to you? 2. Mary asked me to say she’s sorry she can’t come tonight. 3. What about pizza and carbonara tonight? 4. Oh, dear, it’s raining again. How about we go to the beach next weekend? 5. What have you done?!
  17. 17. 2. CONVERSATIONAL EXCHANGES Type 4. This is similar to the previous item type, but the stimuli and responses form part of a longer dialogue and the situation is thus developed. Because of its total predictability, however, this type of item is sometimes referred to as ‘the dialogue of the deaf.’ The man in the dialogue continues regardless what the testee says.
  18. 18. ACTIVITY Directions: Respond orally according to the given lines.1. You are on your way to the supermarket. A man comes up and speaks to you. Man: Excuse me. I wonder if you can help me out. I’m looking for a girl named Gelie. (Testee’s reply) Man: Thank you. Do you know where can I find her? (Testee’s reply) Man: Thanks a lot. By the way, do you have her phone number?
  19. 19. ACTIVITY Directions: Respond orally according to the given lines. 2. You bumped with your ex-boyfriend and you splashed your juice to him. Ex-bf: Woah, there! Watch your steps! (Testee’s reply) Ex-bf: Oh, man. Hi Roselyn, I didn’t know it was you. (Testee’s reply) Ex-bf: No, no, don’t say sorry. It’s okay. Gotta go! (Testee’s reply)
  20. 20. ACTIVITY Directions: Respond orally according to the given lines. 2. You are arguing with your mom about going out this Friday night. Mom: Where are you going and who are you with? (Testee’s reply) Mom: Nope. So not happening! (Testee’s reply) Man: Oh my God! When will you ever listen to your mother?! (Testee’s reply)
  21. 21. 2. CONVERSATIONAL EXCHANGES Type 5. This item takes the form of an incomplete dialogue with prompts whispered in the student’s ear.
  22. 22. ACTIVITY Directions: Respond orally to the situation using the prompts to be given by your teacher. 1. You are at the reception desk of a large hotel. The receptionist turns to address you. Receptionist: Can I help you? You: ___________________________________________ Receptionist: Yes, we have a single room with an attached bathroom. You: ___________________________________________
  23. 23. ACTIVITY Receptionist: Thirty-four pounds fifty a right. You: ___________________________________________ Receptionist: Yes, that’s with continental breakfast. You: ___________________________________________ Receptionist: It’s fruit juice, coffee or tea, and bread rolls. You: ___________________________________________
  24. 24. ACTIVITY Directions: Respond orally to the situation using the prompts to be given by your teacher. 2. You are at the mall and you saw your much awaited copy of Taylor Swift’s latest song album. A saleslady approached you. Saleslady: It’s 10% off, would you like to avail it? You: ___________________________________________ Saleslady: But I think there aren’t much copies left. You: ___________________________________________
  25. 25. ACTIVITY Saleslady: Are you sure? You: ___________________________________________ Saleslady: Alright. You: ___________________________________________
  26. 26. 3. PICTURE AND DIAGRAMS Type 1. The students are given a picture to study for a few minutes then they are required to describe the picture in a given time. Scores for general fluency, grammar, vocabulary, phonology, and accuracy of description are based on a rubric.
  27. 27. RUBRIC
  28. 28. ACTIVITY Directions: Describe each picture below orally. Answers will be graded based on the rubric.
  29. 29. ACTIVITY Directions: Describe each picture below orally. Answers will be graded based on the rubric.
  30. 30. 3. PICTURE AND DIAGRAMS Type 2. The students are given a set of pictures/diagrams to study for a few minutes then they are required to narrate the events that can be portrayed. Scores for general fluency, grammar, vocabulary, phonology, and accuracy of description are based on a rubric.
  31. 31. ACTIVITY Directions: Narrate the story based on the diagrams presented below orally. Answers will be graded based on the rubric. Last Monday, Dad and Rosie went to her doctor.
  32. 32. ACTIVITY Directions: Narrate a story based on the pictures presented below orally. Answers will be graded based on the rubric.
  33. 33. ACTIVITY Directions: Narrate a story based on the pictures presented below orally. Answers will be graded based on the rubric.
  34. 34. 3. PICTURE AND DIAGRAMS Type 3. The students are given a pair of identical pictures to study for a few minutes then they are required to compare the two. Scores for general fluency, grammar, vocabulary, phonology, and accuracy of description are based on a rubric.
  35. 35. ACTIVITY Directions: In pairs, compare the two pictures presented below orally. Answers will be graded based on the rubric.
  36. 36. 3. PICTURE AND DIAGRAMS Type 4. The most effective type of oral examination on using pictures requires not only narration/description/comparison but also discussion about the picture/s concerned.
  37. 37. ACTIVITY Directions: Formulate discussion about the pictures presented below orally. Answers will be graded based on the rubric.
  38. 38. 3. PICTURE AND DIAGRAMS Type 5. Another effective way of assessing students’ ability to speak is by giving them a simple task to perform. Working in pairs, students can describe their own picture before listening to their partner’s description of a similar but not identical picture. However, the two cannot see each other’s picture. They can then discuss in which ways the two pictures are the same and in which they differ.
  39. 39. ACTIVITY Directions: In pairs, compare the two pictures presented below orally. Answers will be graded based on the rubric.
  40. 40. 3. PICTURE AND DIAGRAMS Type 6. Another useful way to assess speaking skills is by involving pictures to be arranged in sequence. Students should begin by describing their own picture without showing it to other members of the group. After each picture has been described and discussed in relation to other pictures, the group decides on an appropriate sequence. Each member of the group then puts down his/her picture in the order
  41. 41. ACTIVITY ABC D
  42. 42. 4. ORAL INTERVIEW This type of examination appears to offer a realistic means of assessing the total oral skills in a natural speech situation. However, the assessment tend to be highly subjective and has only low reliability.
  43. 43. RUBRIC
  44. 44. ACTIVITY Directions: Respond to the following questions accordingly. You will be graded based on the rubric. Today is the day. You are now heading to the main office for your job interview. You sit and patiently wait for your turn until a woman tells you: “Mr. Grey will see you now.” ARE YOU READY?
  45. 45. ACTIVITY Mr. Grey: Hi. Good morning. And you are? Mr. Grey: Yes, Ms. _______. What can I do for you? Mr. Grey: Can you tell me something that is not here in your job applicant form? Mr. Grey: What are your edges among other applicants? How about your strengths? Your weaknesses? What do you have that others don’t?
  46. 46. ACTIVITY Mr. Grey: I see. Among all other companies, why did you choose my company? Mr. Grey: What made you think you will gain satisfaction here? Mr. Grey: Please describe yourself in three words. Mr. Grey: Thank you. You will be contacted by my personnel to see how it goes.
  47. 47. OTHER ORAL TEST FORMATS Short Talk Group Discussion Roleplaying
  48. 48. 1. SHORT TALK In certain examinations, students are required to prepare a short talk on a given topic. They may be allowed several days or only a few minutes in which to prepare the talk and in some cases, they may be provided with notes or reference materials.
  49. 49. ACTIVITY Directions: Respond to each question accordingly. 1. If you are to choose between beauty and intelligence, what would you choose and why? 2. What is your stand with our current president’s war on drugs? 3. What is your dream wedding?
  50. 50. 2. GROUP DISCUSSION In here, students are given an opportunity to use exploratory talk for more meaningful and active involvement.
  51. 51. RUBRIC
  52. 52. ACTIVITY Instructions:  Ask the students to form a circle.  Everyone is encouraged to respond to the situation to be given by the teacher. You are to meet your in-laws, what would you choose to wear and why?
  53. 53. 3. ROLEPLAY The students are assigned fictitious roles and are required to improvise language and behavior.
  54. 54. RUBRIC
  55. 55. ACTIVITY Cooperation You have been assigned to a group for an English project and you don’t like two of the group members. Trust A friend of yours no longer trusts you because you lied to her. Now, you want the friendship back. Empathetic You and your classmate auditioned for the lead role in a play and you got accepted while she didn’t. Now, she’s acting upset and jealous.
  56. 56. ACTIVITY Roles • Leila – the girl who got in the play • Annie – the jealous friend • Mae – Leila’s friend • Ms. Kath – However, it is advisable to give students specific roles aside from giving them situations alone. Situation You and your classmate auditioned for the lead role in a play and you got accepted while she didn’t. Now, she’s acting upset and jealous. Your teacher found out about it.

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