ADVANCED ASSESSMENT IN ELT

“SUMMARY”
Group 5:
Elly Rosalina Susanti, Khotim Maslikhah, Nuri Ma’rifatil Laili

Day 7 (Tuesday, October 22nd 2019) period 5-6

TEST OF SPEAKING: DISCRETE, INTEGRATIVE, COMMUNICATIVE

A. The Definition of Speaking

Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997).
Speaking requires that learners not only know how to produce specific points of language
such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they
understand when, why, and in what ways to produce language (sociolinguistic
competence).
B. The Scope of Speaking
Speaking has been classified to monologue and dialogue. Speaking can also serve
one of two main functions: transactional (transfer of information) and interactional/
interpersonal (maintenance of social relationships). The speaking skills consist of
Fluency, Vocabulary, Grammar, and Pronunciation.
C. Speaking Competence
1. Imitative (words and sentence repetition)
2. Intensive (picture-cued task)
3. Responsive (question answer)
4. Interactive (role play)
5. Extensive (oral presentation)

D. Approaches and techniques of Speaking Test

1. Discrete
It focuses on basic competence (KD 3) which focus on sound (vowel, consonant,
segmental, supra-segmental), pronunciation (produce spoken sentence, such as
interview, read the passage or describe something which is aimed to check
pronunciation, grammar, and vocabulary), grammar, and vocabulary.
 Word and sentence repetition tasks
Test-takers hear: repeat after me:
 “Beat” “Bit” “Glow” “Flow” “Ship” “Sheep”
Test-takers repeat the stimulus
 Read-Aloud tasks
It includes reading beyond the sentence level up to paragraph or two.
Teachers listen to the recording then rate students on a number of phonological
factors (vowels, diphthongs, consonants, stress, and intonation) by completing
checklist on which error were noted.

2. Integrative
It focuses on basic competence (KD 3)
 Oral Interview
It may use single picture or series of pictures.
a. BSM (Bilingual syntax Measurement)
BSM requires pictures, i.e. contain not merely a single object, because the
students are supposed to speak in a syntactically yet pragmatically correct
sentence. It gives a short question which is pragmatic mapping of utterance onto
an implied context of discourse.
The steps are:
1. Showing a series of picture to the students
2. The tester point out to the first picture that has pragmatic point
3. Then the student will ask about the second picture and so on
4. Next the tester asks short question to the student
5. Last the students ask the last picture.

b. Upshur Oral interview

Upshur finds in an experimental uses of this testing technique that time was a
crucial factor. In fact, time is crucial because the unlimited amounts of time
cannot differ the more proficient speakers from the less proficient ones. Since the
Upshur Communication Test is a test to assess productive communication ability,
the steps are as follows;
1. An examinee and examiner are presented with four pictures which differ in
certain crucial respects on one or more ‘conceptual dimensions’.
2. The examinee is told which is to describe to the examiner. To avoid very
simple yet easy description made by the examinee, the sets of pictures that the
examiner has is not in the same order as the examinee’s,
 3. The examinee tells the examiner which picture to mark and the examiner
makes a guess.
4. The number of hits or correct guesses by the examiner is the score of the
examinee.
c. The Ilyin Spoken Interview
It uses pictures of daily life or activities of the students or candidate. The
candidate is supposed to relate to the pictures in terms of whatever day the test is
actually administered on.
The steps are:
1. Giving a test booklet to the student about days’ activities in term of major
sequences of events on those days
2. There are two kinds of tests. The first one is for lower student that consist of
50 items, and the second one s for intermediate and advanced lever that consist
of 30 items.
3. The student should know how the procedure works and understand the
meaning of the time slots referred to by the separated picture.
4. The teacher ask question to the student.

Advantages
BSM : The candidate can say the pragmatic utterances of the pictures.
Upshur : it is easy to measure.
Ilyin : The candidate can utter words as the tester expects because the pictures are
completed with time.
Disadvantages
BSM : the scoring of protocols are more complicated because we should combine
syntactically and pragmatically value.
Upshur : time must be clearly limited.
Ilyin : Since it is about daily activities, there are possibilities of a story telling task,
the candidate has his or her own activities.
 Directed Responsive task
The administrator elicits a particular grammatical form or a transformation of a
sentence, but they do require minimal processing of meaning in order to produce the
correct grammatical output.
Test-takers hear
 “Tell me about your hobbies.”

 Question & Answer

Test-takers hear:
What is your opinion about your friends’ appearance?
What do you think of our curricular program?
Do you have any idea for our potluck party next week?
Test-takers respond with a few sentences at most.

 Giving Instructions and Directions

Eliciting instructions or direction
1. Tell me how to make your favorite meal!
2. Can you show me how to get the drugstore nearby?
Test-takers respond with appropriate instruction.
 Sentence/Dialogue Completion Tasks and Oral Questionnaires
Test-takers see:
Interview : What did you do last weekend?
Test-taker : ______
Interviewer : What did you do after you graduated from this program?
Test-taker : ______
Interview : ______
Test-takers respond with the appropriate lines.
3. Communicative
Based on basic competence (KD 3-4) which is more contextual and authentic, near
real life in which all language components should not be too much.
 Isolation (Monologue)
1. Speech
2. Story telling
3. Presentation
 Dialogue
1. Simulation
2. Role plays
3. Act out
4. Debates
 5. Drama
6. Games
7. Discussion and conversation
 Translation/Interpretation
Translation is a meaningful communicative device in contexts in which the English-
user is called on to be an interpreter.
The test-taker is given a native-language word, phrase, or sentence and is asked to
translate it.