Overview of Testing Materials

The main purpose of the tests in Speakout is to enable teachers to identify learners
strengths and weaknesses, and assess whether remedial teaching is necessary. It is also
envisaged that the tests will give learners a sense of progress and achievement which
will motivate them to continue learning. Speakout provides both teachers and learners
with a comprehensive range of evaluation and testing materials.

Types of Test

There is a one-page Quick Check Test for each unit of the Students Book. These
tests contain between six and eight exercises which focus on the specific grammar,
vocabulary, pronunciation and functional language covered in that unit. As the title
suggests, these tests are deliberately short, and are designed to give both teachers and
students immediate feedback on their understanding and assimilation of the key
language in each unit.

The three-page Progress Tests are placed at regular intervals, after every two or three
units of the Students Book. The progress tests are more extensive than the Quick
Check Tests and are designed to check both language and skills development in the
previous two or three units of the book. In addition to grammar, vocabulary and
functional language, the progress tests include reading, listening, speaking and writing
sections. Progress tests are oriented towards the Cambridge ESOL suite of exams for
KET, PET and FCE levels. They contain task types from these exams which will
provide students with an introduction to exam requirements.

The four-page Mid-course and End of Course Tests build on the progress tests and
are more extensive. They are designed to check the language and skills covered in
each half of the Students Book. They also contain task types from the Cambridge
ESOL suite of exams.

Test Administration

A and B versions of all the tests are provided. Students can be divided into two groups
when taking the tests or version B can be used for remedial work.

Time allocation
The time allocation given for each test is approximate and will depend on the
strengths and weaknesses of each class. The suggested timings are:
Placement Test: 3060 minutes (depending on the entry point)
Quick Check Tests: 2030 minutes
Progress Tests: 4560 minutes
Mid and End of Course Tests: 6090 minutes

The Listening and Pronunciation sections of the Progress and Mid/End of Course
Tests should be administered first. Students are then free to complete the rest of the
test at their own pace. The recordings for both A and B tests are the same but the tasks
are often different. Play each recording twice.

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 Overview of Testing Materials

Marking and Grading

Most tasks test specific points. Students have to give the correct answer to get full
marks. However, flexibility is built in so that credit can be given to answers that are
not wholly correct. For example, if a student makes a spelling mistake in a grammar
question, half marks could be given at your discretion. The important thing is to be
consistent with the awarding of marks for all students.

The following scale of grading is suggested:

Excellent A 90% +
Very good B 70-89%
Good/Pass C 60-69%
Borderline C- 50-59%
Fail D Less than 50%

Writing tasks
There are two writing tasks in each of the Progress and Mid/End of Course Tests. The
first task is designed to test the writing sub-skills taught in the Students Book, such as
punctuation and linking words. The second task allows students to express themselves
more freely in a piece of extended writing.

The following assessment criteria are suggested when grading the final writing task:
accuracy and range of structures and vocabulary, including spelling = 5 marks
task achievement (relevant information) and text organisation (linking of ideas
at sentence and paragraph level) = 5 marks

Speaking tasks
No specific oral tests for assessing students speaking skills are included in the
Speakout tests. However, this can be done in the classroom in two ways: via ongoing
assessment during freer speaking activities and/or formal assessment at regular
intervals. Formal assessment can be carried out by students in groups of three. They
are given collaborative tasks, such as those provided in the Speakout sections of the
Students Book. Teachers monitor each group separately and award marks out of 10
according the following criteria:
accuracy/range of language, including pronunciation = 3 marks
fluency: speed and level of hesitation, use of linking devices = 3 marks
interaction: turn taking, initiating, responding and maintaining the
conversation = 2 marks
task achievement: conveying the message, coherence, the use of relevant
language and completion of the task = 2 marks

It is of course also possible to carry out one-to-one assessment of the students

speaking skills if time allows.

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