Professional Documents
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● Some main challenges that teachers face during assessment are: making
time, selecting the assessment activities and determining the criteria to
be used.
● We must also take on account the fact that listening and speaking are
interdependent oral language processes and need to be taught and
assessed in an integrated manner [Murphy 1991].
● The American Council of Teachers of Foreign Languages ACTFL agrees
on considering different kinds of speaking activities and assessment as
appropriate at different levels of proficiency. That means that beginning
and intermediate levels will include tasks using predictable, familiar
language and also visual cues, such as listening for the gist, matching
description to pictures, making a physical response and inferring the
meaning or implications of an oral text. On the other side, intermediate
or advanced levels may use oral presentations or oral formal reports.
More advanced levels could include summarizing , note-taking and use
fewer visual cues.
● One of the most difficult problems during assessment relates to lack of
authenticity, that is, the type of language used and the task to which it is
applied. Most texts consist of inauthentic use of: complete sentences,
intonation, enunciation, and formality. They make use of turn - taking
and limited vocabulary [Porter and Roberts]. Class practice should
definitely involve students to attempt listening to decipher language
representing as it occurs in real world . All speaking activities then,
should guide the student to use language for authentic purposes.
Teachers must realise that authentic activities will provide purposeful
exchange of information, not only the management of information that
the speaker already knows.
SPEAKING: A COMMUNICATIVE AND ACADEMIC SKILL
One of the most important responsibilities of any teacher working with ESL
learners is to enable students to communicate effectively through oral
language. This is frequently achieved by implementing collaborative work
among students that is pair and group activities.
● Speakers need to pronounce sounds in a clear way, they also need to
understand the functions of language and follow the conventions of
turn-taking.
● Speakers must learn how to select the right vocabulary that is
connotations, level of formality, genre, etc.. Also, they must show they
can use grammar structures to put clauses and sentences together,
besides, the use of linking words and features of discurse is also a plus.
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● Speakers should be able to manage paralinguistic devices such as
non-verbal tools, body language, changes in volume, etc.
● Speakers should also know when their language is related to social
meaning: formal/informal, how polite or direct they may sound, how to
start, manage, maintain and close conversations.
According to J. Michael O’Malley and Lorraine Valdez, Oral Language can be
assessed for a communicative or academic purpose:
Communicative refers to conversational skills, face-to-face interaction,
gestures, facial expressions and intonation. Meaning is negotiated and is
always supported by contextual cues.
Academic is more context - reduced, meaning that little information is
provided by the speaker, but based on lectures or textbooks. It is also more
cognitevely – demanding for adding new information and new language items
according to learners’ language level. Therefore, reaching Academic Language
Proficiency implies the ability to make complex meanings explicit in oral
language by means of language itself, not by gestures and intonation.
Communicative language functions include greetings, requesting and
providing information, description of places and people, and expressing
feelings. On the other side, academic language functions are critical for success
in grade-level classsrooms [Cummins]. They include describing, explaining,
informing, comparing, debating, persuading, evaluating, etc.
Porter and Roberts emphasize the fact that students must be assessed orally
focusing on their ability to interpret and convey meaning for authentic
purposes in interactive contexts, including fluency and accuracy. Reason why
teachers should provide enough practice in class, as well as assessment tasks
that are as authentic as possible. For example:
● Using authentic language in listening /speaking activities
● Setting real - world tasks: listening selectively, describing, giving
directions, giving opinions, etc.
● Giving students opportunities to use language in every day life
situations.
STEPS FOR ORAL LANGUAGE ASSESSMENT
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The main steps for oral language assessment are: identifying purpose,
planning for assessment, developing rubrics and scoring procedures, and
setting standards.
a. IDENTIFYING PURPOSE
The three most common purposes are:
● For initial placement of students who need a language-based program
(ESL)
● For moving from one level to another (beginners, intermediate or
advanced)
● For placing out of an ESL program to a grade-level classroom.
b. PLANNING FOR ASSESSMENT
It requires identifying the instructional activities used so that there is a link
between instruction and assessment. It is important to outline the major
instructional goals and match them to learning activities or performance
tasks.
Teachers must determine if the assessment will be individual, students pairs,
or groups, the rubric to be used, etc.
The teacher has to decide if assessment will be recorded. It could be
interesting to have evidence of students production to make some
improvement after analysis. Underhill supports this idea, he believes that
assessing different kinds of performances gives the teacher valuable
feedback on students needs and allows him to focus instructional goals
accordingly. Recording oral performance provides some options:
● Rating the performance at a later time
● Getting a second rater to rate the performance
● Asking students to do self-assessment
● Enabling the students to look back at their progress over time
Finally it is also important to decide when and how the teacher will provide
learners with feedback. A good option is to provide students by ratings on
a scoring rubric with comments that enable students to prepare for next
evaluation.
c. DEVELOPING RUBRICS / SCORING PROCEDURES
Setting criteria is the most challenging part of assessment. If we do not apply
criteria or standards of performance, the process is only a set of
instructional activities.
Criterion can be established by focusing on goals and objectives of classroom
instruction.
Criterion levels of performance can be set on a scoring rubric, rating scale, or
checklist.
After checking what the teacher wants or needs to assess, the rubric could
include some features such as:
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● Communicative effect
● Grammar
● Pronunciation
● Comprehensibility
For example, beginners should be rated for communicative effect being
gramar less important in the scale. Rubrics in general should highlight what
students can do rather than what they can not do.
ORAL ASSESSMENT RUBRICS SAMPLES
A teacher may use a holistic rubric or an analytic rubric for oral assessment
depending on the activity and the group he wants to evaluate.
a. HOLISTIC ORAL LANGUAGE SCORING RUBRIC:
Holistic scales include only three to six levels of performance. They are
designed to take on account that each student is unique and not only fits into
one category. Rates should be assigned the closest they fit to the student’s
performance.
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b. ANALYTIC ORAL LANGUAGE SCORING RUBRIC:
Analytic scales may be complicated and difficult to use because of the timing
factor but are the most effective. Diagnostic related to students’ strenghts and
weaknesses is well provided by this means.
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d. SETTING STANDARDS
Standards are set by establishing a point that meets a specific level of
performance.
For instance:
Basic level of performance: 1 or 2 over 6
Advanced level of performance: 5 or 6 over 6
There should always be a link between the scoring rubric, teachers’ curriculum
objectives and the standards set.
SELF- ASSESSMENT
It is necessary to involve students in their assessment, this way, they will be
able to compare and reflect on their work and studying habits. Self -assessment
ends up generating more responsibility for their learning.
Specific formats are required for self-assessment, and they need to be
designed clearly and carefully so that they do not turn into a reading
comprehension exercise.
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This format may include: yes/no answers, questions/answers, rating scales, or
sentence completion.
Oral language Assessment can take various forms depending on the purpose.
Richards suggests that teachers can evaluate activities using the following
criteria:
● Content validity
Does the assessment measure listening comprehension, speaking or something
else? Have activities been used as part of instruction?
● Task Validity
Does the task assess listening comprehension or speaking, or only memory
play a significant role?
● Puposefulness and transferability
Does the assessment task reflect a purpose for listening that approximates
authentic real-life listening or speaking?
● Authenticity
To what degree does the assessment measure actual spoken language?
Format Sample for an Oral report
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Format Sample for Speaking Ability
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Format Sample of Oral Language
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Format sample of Communication Strategies in Oral Language
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OPTIONS TO ASSESS ACTIVITIES
Writers Bachman and Palmer agreed on these assessment options:
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● Oral Interviews
● Picture-cued descriptions or stories
● Radio-broadcasts
● Video –clips
● Information-gap tasks
● Story –text retellings
● Improvisations, Role Plays, simulations
● Oral Reports
● Debates
ORAL INTERVIEWS
They can be conducted with individuals or pairs at any level. Interviews can
take place in the classroom as discussions or conversations with the teacher
and with other students too.
This type of assessment elicits as language functions: describing, giving
information, or giving an opinion.
Oral Interviews consist of a bank of guiding questions or tasks.
For example:
● Courtesy:
What do you say when you hurt someone by mistake or accident?
● Describe events in the past:
What did you do on your last vacation?
● Likes:
Tell me about the movies you like.
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PICTURE – CUED DESCRIPTIONS OR STORIES
It is mainly used for individuals. Appropriate for beginners and intermediate
learners.
They elicit the following language functions: desribing, giving information, or
giving an opinion.
Teachers require photographs or pictures (chosen accordingly to the level of
interest and age of the students).
They could be arranged in a single way or by series. It is esential that they are
of real people, not cartoons. They should also be free of cultural bias.
For example:
● Students can describe or tell a story based on the picture.
● Students can organize the pictures in a sequence so that they can make
up a story.
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RADIO BROADCASTS
Teacher uses radio programs of news, songs, weather and commercials. This
assessment type can be used individually, in groups or as the whole class.
The language functions they assess are: listening for the gist, listening for
specific information, listening for decriptions,listemning for directions and
summarizing.
For example:
● Students can be asked to evaluate the commercial for friendship and
trustworthy people. This activity implies discussion, role playing, or
group work.
● Students listen to a news broadcast and they are asked to predict what
will happen afterwards.
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VIDEO CLIPS
Teacher uses videos (two or three minutes long) with individuals, pairs, groups
or whole classes. They can be applied at all levels of proficiency. The teacher
can select any function or content to be assessed when based on his
instructional goal.
For example:
● Students can respond to issues presented on the video.
● Students can watch a scene and predict the ending.
● Students can categorize a series of clips and determine the main topic
to be discussed.
● Students can make use of worksheets to take notes or focus on what
vocabulary or grammar points must be used on their spoken delivery.
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INFORMATION GAP
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It provides a very clear indicator of the ability of a person to give information to
another. One individual keeps information for himself, but tries to describe
pictures, maps or manipulatives to transfer that information to other person.
It elicits detailed descriptions using colors, shapes, sizes, directions,
instructions, locations and sequences. Students are assessed on being able to
bridge the information gap.
It is used at all levels of proficiency and uses the following functions:
describing, giving information and giving directions. Some materials that could
be used are: maps, diagrams, telephone messages pads, boards, etc. The
speaker is rated for his accuracy and the listener for his ability to follow
directions or completing tasks.
For example:
● Students are given a set of unordered pictures. Student A tells a story
well enough so that student B arranges pictures in the correct sequence.
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STORY/ TEXT RETELLING
It involves students in retelling stories or texts they had previously read. It is
used in beginner and intermediate levels. Stories and texts selection must be
for the age and grade level of the student. Material must not contain unknown
cultural biased vocabulary or concepts.
Students can listen to the story on a recording, the teacher can read the story
out loud, or the student can read it by his own. The student will be asked to
retell the story using his own words, achieving by this means the potential for
eliciting a wide amount of speaking from the student.
The criteria for this type of asssessment is accuracy in describing settings and
characters, sequencing events, use of vocabulary and appropriate syntax.
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IMPROVISATIONS/ ROLE PLAYS / SIMULATIONS
Drama techniques are commonly used for developing authentic language
learning. They require some factors: repetitions, interruptions, hesitations,
distractions, changes of topic, facial expresssions, gestures, etc.
They also require of some preparation in which students can assume a new
identity and engage in imaginary situations. These activities have helped
students to reduce anxiety levels, increase their motivation and improve their
speaking skills. Some functions used are: Greeting, asking and giving
information, agreeing, requesting assistance, giving and evaluating opinions,
suggesting , persuading, etc.
For example:
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Improvisations:
Students are given a prompt (oral or written cue) They interact following that
clue.
For example: Student A asks for directions in a department store when
searching for babies clothing. Student B helps giving directions.
Role Plays:
Students are assigned different roles.
For example: Students have to prepare a dialogue in which student A is a
clumsy driver and student B is an angry police officer.
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Simulations:
The students are given a situation in which they have to solve problems or
make a decision together.
For example: Group A students live close to a beautiful forest and their
neighborhood is really eco-friendly. Group B students represent a construction
company that wants to build an airport in that same area.
ORAL REPORTS
Students are asked to present a research project. It provides the opportunity to
listen to real life listening comprehension. Students can develop speaking in
public skills. They are allowed to check their own cue cards as a guide, but are
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not allowed to read. Students should be prepared to speak for five to ten
minutes.
DEBATES
They are asked to take sides on an issue and defend their positions. Debates
are mostly used in intermediate and advanced levels. Teachers must be aware
that all material is properly acquired. Students should be able to do their
research with clear basis on specific resources. Functions used: describing,
explaining, asking for information, agreeing, disagreeing, persuading. It is
necessary to provide students an idea of what a real debate is, so the teacher
should present videos about some school debates in previous classes, so that
students get familiar with this activity.
Debate examples:
● This house believes internet brings more harm than good.
● This house believes reality shows must be banned.
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CONCLUSIONS
● Teachers must acknowledge the fact that assessment for oral activities
must come from instructional activities.
● Assessment definetely requires of planning and experience.
● All assessment activities should be appropriate to students ages and
levels of proficiency.
● Oral assessment should focus on both communicative and academic
language functions.
● Authentic assessment of oral language should focus on students’ ability
to interpret and convey meaning in interactive contexts that are as
authentic as possible.
● Assessment should be done regularly and consistently.
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● Self-assessment is an important part of learning.
● Results of oral assessment should be used as feedback in order to
monitor teaching techniques improvement.
Sources:
● Book: How to teach Speaking, Scott Thornbury
● E-book: Authentic Assessment for English language learners, Michael
O’Malley/ Lorraine Valdez
● British council webpage
● The American Council of Teachers of Foreign Languages ACTFL
Webpage
● http://hubpages.com/@paulkuehn
● http://assessment4ell.pbworks.com/w/file/fetch/62466734/Chapter%20
4%20authentic%20assessment%20for%20ELL.pdf
● http://www.commstudies.txstate.edu
● http://www.commstudies.txstate.edu/programs/undergraduate-program
/degree-programs/undergraduate-courses.html
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