Tre i skup SV-a

2. velja e 2012.

Dnevni red:
Assessing speaking prezentacija Na ini, postupci i elementi vrednovanja kod usmenog izra avanja i stvaranja govorne sposobnosti Vrednovanje usmenog izra avanja radionica Razno

Different points of view....

ASSESSING SPEAKING

The skill of speaking ...

 is always closely interrelated with listening or/and speaking can be assessed without an oral or written stimuli only in limited contexts of speaking monologues speeches or telling a story reading aloud

Speaking is ...... a productive skill a productive performance preceeded by an oral or written stimulus a performance coloured by the accuracy and effectiveness of a student s listening or reading skill

It is difficult to assess speaking because ...

  the student must clearly understand the prompt the prompt must be designed in such a way that it elicits the right kind of answer but
Ss may still use different gramatical structures or vocabulary than what the T is looking for

the T has to consider pronunciation, fluency, vocabulary, grammar or comprehensibility of the response

Speaking also has micro- and macroskills

The microskills are:
1. 2. 3. 4. 5. 6. 7. producing sounds to make words producing longer phrases to make sentences correctly utilizing stress, intonation and rhythm producing fluent speech monitoring ones own speech for comprehensibility expressing meaning through grammatical forms using cohesive devises

The macro-skills are:

1. accomplishing a variety of communicative functions according to the context and purpose 2. using appropriate pragmatic skills such as style, turn-taking, register, etc. 3. indicating relationships between information and events in a speech act 4. using non-verbal communication to aid in conveying meaning 5. developing speaking strategies to help others understand the meaning we are trying to convey

Basic types of Speaking Assessment Tasks 1. 2. 3. 4. 5. IMITATIVE INTENSIVE RESPONSIVE INTERACTIVE EXTENSIVE

1 Imitative Speaking Assessment Tasks

(parrot back or imitate, phonetic level of oral production - our interest is only in pronunciation, not in conveying the meaning)

Students hear and repeat the stimuli:

beat (pause) bit (pause) I bought a boat yesterday. Do you like coffee?

1 Imitative ... contd

Scoring specifications: two or three point system for each response:

2 acceptable pronunciation 1 comprehensible, partially correct pronunciation 0 silence, seriously incorrect pronunciation

2 Intensive Speaking Assessment Tasks A. Directed Response Tasks B. Read Aloud Tasks C. Sentence/Dialogue Completion Tasks and Oral Questionnaires D. Picture Cued Tasks E. Translation (of Limited Stretches of Discourse)

2A Directed Response Tasks

 mechanical and not communicative - but do
require minimal processing of meaning in order to produce the correct grammatical output e.g. Tell him to come to my office at noon. Remind me when its time to leave. Tell me that you arent interested in tennis. Tell me he went home.

2B Read Aloud Tasks

 include tasks reading beyond the sentence level up to a paragraph  is somewhat inauthentic in that we seldom read anything aloud to someone else in the real world  may not indicate ones pragmatiability to communicate orally in face-to-face context
this technique should be applied with some caution and be supplemented with other, more communiative procedures

2C Sentence/Dialogue Completion Tasks and Oral Questionnaires

 students read a dialogue in which one speaker's lines have been omitted (they are given time to read to get its gist), e.g. Students see:
Interviewer: What did you do last weekend? Student: ___________________________ Interviewer: What will you do next summer? Student: _____________________________ Student:___________________________? Interviewer: I was in Italy for two weeks. Student: ___________________________ Interviewer: Its ten thirty.
- advantage: there is a degree of control, students respond with certain expected forms - disadvantage: inauthentic nature of the task and its reliance on the ability of the Ss to transfer easily from written to spoken English

2D Picture Cued Tasks

 requires description from the student  pictures may be from very simple to more elaborate  composed of a series that tell a story or an incident

Picture-cued elicitation of minimal pairs

Picture-cued elicitation of comparatives

Picture-cued elicitaiton of future tense

This family is at an airport going on their vacation

1.

2.

Where are they going for their vacation? What will he/she do in Hawaii?

Picture-cued elicitation of nouns, negative responses, numbers and location

Picture-cued elicitation of responses and description

 more open-ended performance, students elaborate their own opinion

1. When was this one painted? 2. Which painting is older? 3. Which painting is more expensive? 4. Which painting would you buy? 5. Persuade me to buy it. 6. Describe the kinds of paintings you like.

Maps can be used to elicit directions and specify location

You are at First and Jefferson Streets. People ask you for directions to get to five different places.

Pairing off students

Scoring assessment on picture-cued intensive speaking tasks varies on expected performance criteria:
a) correct incorrect b) the three point rubric c) a scale may be used (for scoring opinions, persuasive monologues, directions on a map), such as the one suggested for evaluating interviews (below) grammar vocabulary comprehension fluency pronunciation task (accomplishing the objective of the elicitated task)

2E Translation (of Limited Stretches of Discourse)

 under certain constraints, translation is a device to check oral production  Instead of offering pictures or written stimuli, the student is given a native language word, phrase or sentence and is asked to translate it  conditions may vary from expecting an instant translation or allowing more thinking time before producing a translation, offered in written form

3 Responsive Assessment Tasks

 include interaction and test comprehension but
at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments.

The stimulus is always a spoken prompt MORE creativity than in intensive tasks

3 Responsive ....contd a) Question and answer elicit open-ended response

e.g. What do you think about the weather today?

b) Giving instructions and Directions

e.g. Describe how to make a typical dish from your country

c) Paraphrasing e.g. a story or a phone message - retelling

c) Paraphrasing
Students hear: Paraphrase the following little story in your own words

Studesnts respond with two or three sentences

4 Interactive Assessment Tasks

 interpersonal
- multiple exchanges and multiple participants - differs in length and complexity A. Interview B. Role Play C. Discussions and Conversations D. Games

5 Extensive Assessment Tasks

A. Oral Presentations B. Picture-cued Story Telling

C. Retelling a Story, News Event

4 / 3/ 2 technique to improve fluency

Students work in pairs with one acting as the speaker and the other as a listener (they change
roles)

 Students are encouraged to process a large quantity of language  Fluency can become the learnig goal of the activity  Students are helped to reach a high level of performance by having the oportunity to repeat

Snje ana Pavi - tips

 pre teach some presentation skills,
how to speak, what to do with their hands, where to look, how to present a poster or slides on PP, and also some communication skills.

 allow students to provide their own topics  involve Ss in defining the criteria that will be used to judge their performance.
brainstorm the criteria, not more than three (fluency, comprehension, interesting)

 practice applying the criteria before presenting to the class - there is a lot of peer teaching.
they can not grade grammar, neither does the T do it at this level, just makes notes while listening and later analyzes it or discusses it.

Steps in assessing speaking

 Because of the multiple aspects of speaking, it is best to use a rubric to assess.


A rubric is a list of criteria and a description of how well the criteria is met at different score ranges.

 A rubric can be holistic or analytical analytical rubrics are best for classroom use.

Steps ... contd

1. Define your test purpose. What skill of speaking do you want to assess? 2. Choose a task that students can do that will allow you to assess the aspects identified in Step 1. 3. Design the prompt to elicit the appropriate oral language.

Literature
Brown, H.D.(2004) Language Assessment: Principles of Classroom Practices Brown, H.D. & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education, Inc. Snje ana Pavi , PPP