SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.

DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Teaching and Assessing Speaking

Hand Out 2

NAME: __________________________________

YR/SECTION: _____________________________

INSTRUCTOR: CAREN ROSE L TOJEDO, LPT_

 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

COURSE DESCRIPTION

This module introduces students to

the subject. It reviews “literacy” and
defines the concept of “new
literacies. It also compares and
contrast traditional literacy and new
literacy. The module ends with the
discussion on the importance of
acquiring new literacies to cope with
the demands of today’s society.
The ability to communicate in a second language helps learners deliver the message
successfully in their day-to-day interactions. Speaking as an expressive skill is important for personal
and professional success. An effective speaker captures attention and successfully gets the message
across. Effective speaking reflects clear thinking. Dale Carnegie said, “There are always three
speeches. The one you practiced, the one you gave, and the one you wish you gave.” His words show
the importance of speaking skills to convey accurate communication.

OBJECTIVES:
At the end of this unit, the students will be able to:
 Discuss the importance of speaking;
 Identify activities that promote the speaking skills of the students;
 Explain the teaching speaking model;
 Select differentiated learning tasks in teaching speaking to suit learners’ needs, interests, and
experiences.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

TOPICS
 Speaking and its importance
 Speech register
 Speech act
 Speech delivery
 Teaching and learning Speaking
 Speaking tasks

Let’s do this!

Assessment in Teaching Listening

LAUNCH

Task 1.

Write down five things that make listening more difficult to assess than other skills: speaking,
writing, and reading.

FIVE THINGS THAT MAKE LISTENING MORE DIFFICULT TO ASSESS THAN OTHER SKILLS:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Task 2. What I recall...

1. What were the different ways by which your teacher assessed your listening skills?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Did your teacher provide feedback? Did this feedback help you improve? Elaborate on your
answer.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________________

EXPOSE

Why do we assess

In education, assessment is an integral part of the teaching-learning process. This involves "collecting
evidence and making judgments or forming opinions about learners' knowledge skills and abilities"
(Tsagari et.al., 2017). It is part of a teacher's responsibility to be well-informed of not just students'
language level or strengths and difficulties, but also for the teacher to evaluate his/her classroom
practices

Since listening is an internal activity, it is difficult to know what goes in the mind of the student as
he/she listens. However, teachers can check for retention. comprehension, and acquisition through the
different listening tasks in each listening stage. Assessment in listening is as important as assessment
in other macro skills. Teachers have to employ mechanisms on how to monitor students' progress and
performance at different stages of the listening process. Thus, activities are provided in pre-, while-,
and post-listening stages.

An initial assessment may be done during pre-listening tasks where teachers can determine students'
strengths and weaknesses. Formative assessment is done throughout the listening tasks to check for
students' progress and ability to complete the listening tasks. Summative assessment may be given as
part of the post-listening activities to find out how successful learners have been in the listening tasks
or to find out what they can or can't do.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Remember that summative assessment is not an end in itself. Teachers need to reinforce students'
learning by providing scaffolding strategies in teaching listening and giving regular feedback on
students' listening skills.

Other than checking students' progress and reinforcing learning, assessment is also important as this
will serve as a basis for teachers to make informed decisions as to his/her teaching practices. If
teachers find out that listening tasks are too difficult or too easy (for example) as reflected in students'
performance in the listening tasks, they can make necessary changes. This will also help the teacher
decide on what to do next to help the student improve.

What do we assess
Although there are a lot of listening tests you can give to your students, it is important to ask yourself
the following questions: Am I assessing for students' ability to comprehend? Am I assessing students'
ability to decode language components? Am I assessing for students' ability to focus on important
details after listening?

What is the purpose of the listening tasks and what particular aspect of listening skills are you going to
assess? To help determine this, you have to consider the competencies under Listening
Comprehension (LC) in the K to 12 Curriculum Guide for English. For what particular LC competency
will the student be tested? Moreover, you may also want to delve more into the different types and
purposes of listening tasks. It is important to know what listening text to use and what type of listening
to assess.

Brown (2004) identified the types of listening. Teachers can identify the purpose of the task and then
identify specific listening tests to give to students. Most of these tasks have already been identified in
the previous lesson.

How do we assess
Regardless of macro skill, certain principles serve as guidelines when assessing.

Reliability: A reliable test is consistent and dependable. Bachman & Palmer (1996) describes it as
getting the same results when the same tests were to be administrated to the same group of
individuals on two different occasions in two different settings. Considerations may include: choosing
listening tasks and tests that are practical and anchored on real-life situations; considering a range of
short tasks rather than very long texts and tasks; and making sure that the tests assess the actual skill
of the students.

Validity: Brown (2006) states that validity reveals the extent to which the test measures what it is
supposed to measure and nothing else. He added that it is by far the most complex criterion of a good
test. You need to make sure that assessment tasks reflect or measure the competencies or objectives
as stipulated in the curriculum guide. Remember that in this case, you are testing students' listening
skills and not speaking or writing skills.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

Practicality. This means that the tests should consider constraints like limitations, time constraints, ease
of administration, scoring, etc. Although it i good to give students as many listening tasks as possible,
in reality, there are other competencies (from other macro skills or other subjects) that they still have to
accomplish. Time is often limited, resources may not be available, and students' concentration is finite.
This means that teachers should also consider the quality o the listening tasks over quantity.

Authenticity. Authenticity describes the relationship between the test and the real world. Assessment
tasks should be reflective of real-life situations which would trigger mental processes similar to that of
what students hear and use in their daily life. Moreover, Galaczi (2021) further explained that "tasks
that have interaction authenticity may not necessarily replicate a real-world context, but they elicit
cognitively authentic linguistic experience since they create a context in which realistic uses of
language can occur".

Language teachers, particularly in teaching listening, should consider the level and the assessment
methods appropriate for the students. Feedbacking is al an important aspect of assessment. For
students to know how to improve, Gra Wiggins (1998) in Tsagari et.al., (2017) suggested that they
need to understand the things about their performance:

what they are doing well,

what they are struggling with, and what they need to do differently to be more successful.

Students should be informed of their progress regularly, at the same time teachers should continuously
revisit teaching strategies to meet students' listening skill needs.

When I speak...

This applies to me always.

This applies to me sometimes.

This does not apply to me.

1. I can communicate using clear and well-structured words and sentences.

2. My pronunciation and intonation are almost very clear and accurate.

3. 1 can give clear and detailed descriptions of a variety of topics.

4. 1 demonstrate awareness of the listeners' needs.

5. I speak at an appropriate speed and volume.

6. My speech has a clear purpose.

7. I make eye contact with the audience.

8. I use a variety of accurate vocabulary and expressions.

 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

9. I speak smoothly, with less hesitation that does not interfere with communication.

10. I use a variety of structures with only a few grammatical errors.

Task 2.
Share your checklist with a partner. What are your realizations as you answered the self-assessment
checklist? List down here.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________

ASSESS/APPRAISE
Task 3
Let us check how far you have understood by answering the following questions:

1. This refers to the level of formality and style anchored on contextual scenarios.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. This is the process of communicating through the use of verbal and non-verbal symbols.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. This is the type of speech delivery when the speaker has to use exact words as needed.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. This is the type of register that uses the participation and feedback of the listener.
 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. A suprasegmental that refers to the rise and fall of pitch when speaking.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

6. Below are sample utterances. Complete what is asked. Locution: I will pay my debt.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
7. Locution: Our young people rely heavily on social media
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Task 4.
List three things about your speaking that you would like to improve and how to improve on them.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Task 5.
Reflect on the following questions and share your thoughts with your classmates.

1. From this lesson, I learned to: do the following in spoken English:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. This is how I feel about my learning: Explain why.

 SOUTHWESTERN INSTITUTE OF BUSINESS AND TECHNOLOGY, INC.
DISCIPLINE…ACCOUNTABILITY…PROFESSIONALISM…HUMILITY
NAUTICAL HIGHWAY, PANGGULAYAN, PINAMALAYAN, ORIENTAL MINDORO
Contact Nos.: +63917-127-8500 | +63912-448-6518

a. I am confident that I can speak English effectively.

_________________________________________________________________________________
_________________________________________________________________________________
b. I am not very confident about my speaking skill.
_________________________________________________________________________________
_________________________________________________________________________________
c. I am still unsure about what I have to say and do in speaking situations.
_________________________________________________________________________________
_________________________________________________________________________________

3. As a future teacher, I need to do the following to be able to teach speaking effectively.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________