Overview of testing materials
The main purpose of the tests in
Speakout 2nd Edition 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 that will motivate them to
continue learning. Speakout 2nd Edition
provides both teachers and learners
with a comprehensive range of
evaluation and testing materials.
Types of Test
There is a one-page Unit test for each
unit of the Starter Students’ Book.
These tests contain six to eight
exercises which focus on the specific
grammar, vocabulary and functional
language covered in that unit. The 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 Achievement tests are
placed at regular intervals, after every
two units of the Students’ Book. The
Achievement tests are more extensive
than the Unit 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 Achievement tests
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include reading, listening and writing
sections.
The Achievement tests contain similar
task types to those found in the
Cambridge English main suite exams
(Key, Preliminary, First and
Advanced) and so can be used as an
initial introduction to these exams. The
three- to four-page Mid-course and
End of course tests build on the
Achievement 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
English main suite exams.
Test Administration
The time allocation given for each test
is approximate and will depend on the
strengths and weaknesses of each
class. The suggested timings are:
 Unit Tests: 30 minutes
 Achievement Tests: 90-120
minutes
 Mid and End of Course Tests:
90-120 minutes
The Listening sections of the
Achievement and Mid-/End of course
tests should be
 Overview of testing materials

administered first. Play each recording

twice. Students are then free to
complete the rest of the test at their
own pace.

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.

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 Overview of testing materials

The following scale of grading is  accuracy and range of

suggested: structures and vocabulary,
including spelling:

5 marks
Very good A 90% +
 task achievement (relevant
Good pass B 80-89% information) and text
organisation (linking of ideas at
Borderline
C 70-79% sentence and paragraph level):
pass
5 marks
Less than
Fail F
70%

The Unit tests are designed to check

that students have understood and
retained the language input from the
unit. They should help you identify
students who are struggling, but you
will find that most students who have
completed all of the course material
achieve a good pass on the test.

Writing tasks

There are two writing tasks in each of

the Achievement tests and Mid-/End of
course tests. The first task is designed
to test the writing sub-skills taught in
the Students’ Book, such as 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:

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 Overview of testing materials

Speaking tasks

No specific oral tests for assessing It is, of course, also possible to carry
students’ speaking skills are included out one-to-one assessment of the
in the Speakout 2nd Edition tests. students’ speaking skills if time allows.
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 with students in
groups of three. They can be given
collaborative tasks, such as those
provided in the Speakout sections of
the Students’ Book. Teachers can
monitor each group separately and
award marks out of 10 according to 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

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