PT3 Examiner Training

Training for examiners of the Writing

and Speaking components of PT3
English
 Introductions
Who are you?
Where do you work?
What examining experience do you have?
 Outline of the training – Day 1
Day Start time Finish time Training Part Focus Time allotted
1 9.00 9.15 1 General Introductions 15 minutes
1 9.15 9.20 Outline of the training programme 5 minutes
1 9.20 9.25 Purpose of the sessions 5 minutes
1 9.25 9.55 Level of the examination 30 minutes
1 9.55 10.00 Questions before going on 5 minutes
1 10.00 10.30 2 Speaking test format and procedure Speaking Quiz 30 minutes
1 10.30 11.00 NA Break 30 minutes
1 11.00 11.20 2 Speaking test format and procedure Test format 20 minutes
1 11.20 11.50 How to conduct the test 30 minutes
1 11.50 12.10 Watch a sample Speaking test 20 minutes
(Video 1)
1 12.10 13.10 NA Lunch 60 minutes
1 13.10 13.20 2 Speaking test format and procedure Peer practice with sample materials 20 minutes
1 13.20 13.50 Practice speaking tests 30 minutes

(with dummy candidates)

1 13.50 14.05 Plenary session 15 minutes
1 14.05 14.45 3 Speaking Assessment The Assessment Criteria 40 minutes
1 14.45 15.15 Setting the standard 30 minutes
15.15 15.30 NA Break 15 minutes
1 15.30 16.30 3 Speaking Assessment Applying the standard 60 minutes
 Outline of the training – Day 2
2 9.00 9.05 1 General Outline/purpose reminder of 5 minutes
today’s sessions
2 9.05 9.25 4 Writing Assessment Test format 20 minutes
2 9.25 9.45 Writing Quiz 20 minutes
2 9.45 10.45 The Assessment Criteria 60 minutes
2 10.45 11.15 NA Break 30 minutes
2 11.15 12.15 4 Writing Assessment Setting the standard 60 minutes
2 12.15 13.15 NA Lunch 60 minutes
2 13.15 14.55 4 Writing Assessment Applying the standard 1 hour 40
minutes

2 14.55 15.25 NA Break 30 minutes

2 15.25 15.55 1 General Round up session 30 minutes
2 15.55 16.15 1 General Any other queries, clarifications etc. 20 minutes
(and completing feedback surveys)
 Purpose of the training
• To standardise the delivery of the Speaking
tests
• To familiarise trainees to the content of the
test materials and the level of the exam
• To standardise the application of assessment
scales and scoring for Writing and Speaking
The level of the exam
Spoken Production according to the CEFR

B2
Spoken Production according to the CEFR
Written Production according to the CEFR
A1
Written Production according to the CEFR
 The level of the exam
• PT3 aims to cover both the A2 and B1 level
• The PT3 scales are derived from the guidance
provided by the CEFR
• The exam is criterion referenced (i.e. to the
CEFR)
• In line with the positive ‘can do’ ethos of the
CEFR, the descriptors aim to describe
communicative ability rather than inability
Part one: Speaking Test Format
and Procedure
You will need your Instructions to
Speaking Examiners for this session
 Speaking Quiz

Activity
Look at your handout, answer the questions
about the PT3 Speaking test.
 Test Format (Part 1)

Task Format Candidate Output

Interaction Discourse
Part Input Functions
Pattern Features
Part 1 Interlocutor Interlocutor frame provides Responding to • Giving factual
interviews all questions for interlocutor. questions information about self
Interview candidates (bio data)
• Talking about present
2-3 minutes circumstances
• Expressing opinions
• Explaining and giving
reasons
• Talking about future
plans
• Talking about past
experience
 Test Format (Part 2)
Task Format Candidate Output
Interaction
Part Input Discourse Features Functions
Pattern
Part 2 Individual long Candidate A is given a series Story telling • Giving
turn (story of pictures which tell a story, Sustaining a long turn information of
Prompt-card telling) they are asked to create the Managing discourse: a non-personal
story with a short story (up to 1 minute to  Coherence and clarity kind
response describe images with 45 of message • Explaining and
4-5 minutes question for seconds to prepare).  Organisation of giving reasons
partner language and ideas • Describing
Candidate B is given a short  Accuracy and people, places
question on their partner’s appropriacy of and situations
story. Then repeat for linguistic resources • Naming
Candidate B with a different personal
set of visuals. characteristics,
objects and
activities
• Paraphrasing
words and
ideas if
necessary
 Test Format (Part 3)
Task Format Candidate Output
Interaction
Part Input Discourse Features Functions
Pattern
Part 3 Candidate Interlocutor presents both • Turn-taking and • Explaining and giving
discussion, candidates with a mind map responding reasons
Discussion prompted by which has a focus question appropriately • Exchanging
task (mind interlocutor and supporting ideas to • Negotiating information and
map) draw from. • Initiating opinions
• Developing topics (likes/dislikes,
3 minutes The question acts as a preferences,
stimulus for a short experiences, habits,
discussion (1-2 minutes) etc.)
between candidates. • Expressing and
justifying opinions
• Negotiating
agreement
• Making and
responding to
suggestions
• Discussing
alternatives
 Test format

Controlled, Controlled,
Semi-
short, longer,
controlled,
individual individual
discussion
responses responses
Standardisation of procedure
Speaking Test Procedure
 Interlocutor frame
The PT3 Speaking test involves the use of an interlocutor frame and
SEs need to appreciate the importance of the following points when
using the frame:
 speaking naturally while keeping to the script
 using candidates’names as appropriate
 stressing key words and using intonation to make meaning clear
 not rephrasing in any way, if asked to repeat instructions or
explain lexis
 not making any unscripted comments
 not deviating from the script in any way
 not assuming a dominant role in the interaction.
Handling materials

Security

Efficiency Familiarity
Interlocutor behaviour
A sample PT3 Speaking test

Video 1
Peer practice with sample PT3
Speaking materials
 Materials handling: round up
– maintaining the security and confidentiality of the Speaking test
– being familiar with all relevant sections of the Instructions to Speaking
Examiners booklet
– ensuring that all candidates are treated fairly
– being familiar with the appropriate test procedure
– being familiar with the appropriate test materials and using them as instructed
– switching off mobile phones
– minimising security risks by varying the test materials, using the full range of
tasks, and not always starting a session with materials which appear at the
front of the pack
– ensuring that no test materials are taken out of their personal charge
– maintaining the confidentiality of the examination throughout the examining
period and thereafter
– creating a non-intimidating atmosphere so as to encourage candidates to
perform to the best of their ability. This may involve making adjustments to
furniture layout, lighting and ventilation. The available furniture should be
arranged in the most suitable way possible, creating an informal but
professional atmosphere.
 Part two: Speaking Test
Assessment
You will need your Instructions to
Speaking Examiners for this session
 Speaking and the CEFR

Activity
Look at your handout, decide if the descriptors
are referring to A2 or B1.
Overall spoken production scale
Can understand questions and instructions directed at him/her with ease.

Can maintain and develop the interaction by asking and responding to questions and suggestions on familiar
5
matters using longer responses despite hesitation.

Requires very little prompting and support.

4 Candidate performance has aspects of Band 3 and Band 5 performance.

Can understand questions and instructions directed at him/her though will sometimes have to ask for repetition
of particular words and phrases.

3 Can maintain the interaction by asking and responding to questions and suggestions on familiar matters in a
simple and direct way.

Requires some prompting and support.

2 Candidate performance has aspects of Band 1 and Band 3 performance.

Can understand questions and instructions directed at him/her slowly, directly and repeatedly.

1 Can give basic information on familiar topics using short phrases.

Requires prompting and support.

Candidate does not produce sufficient language to be assessed.

0
Candidate repeatedly uses language(s) other than English.
 PT3 and the CEFR
Speaking - Vocabulary
CEFR MES PT3
B1 VOCABULARY RANGE Band 5 Vocabulary (B1)

Has a good range of vocabulary related to Can use a range of appropriate

familiar topics and everyday situations. vocabulary to talk about everyday
situations and familiar topics.
Has a sufficient vocabulary to express Can convey relevant meaning but may
him/herself with some circumlocutions have errors in vocabulary choice.
on most topics pertinent to his/her
everyday life such as family, hobbies and
interests, work, travel, and current
events.
Grammatical Accuracy in CEFR and the PT3 descriptors
A2
Uses some simple structures
correctly, but still
systematically makes basic
mistakes – for example tends
to mix up tenses and forget to
mark agreement;
nevertheless, it is usually clear
what he/she is trying to say.
PT3 Grammar Band 3
Can show sufficient control of
simple grammatical structures.
Can use connectors to link
simple sentences.
PT3 Communicative
Competence Band 3
Can make him/herself
understood but may have
pauses and false starts.
Grammatical Accuracy in CEFR and the PT3 descriptors

B1 PT3 Grammar Band 5

Uses reasonably accurately a
repertoire of frequently used
‘routines’ and patterns
associated with more
predictable situations.
Can show a good degree of
control of simple grammatical
structures.
Can form longer sentences and
link them together using basic
cohesive devices.
Analytical criteria for Speaking
Band 3 descriptors
Score Grammar
Can use simple structures
correctly, but still
systematically makes basic
mistakes. Nevertheless, it is
usually clear what he/she is
trying to say.
3 Can use connectors to link
simple sentences.
Vocabulary
Can use sufficient vocabulary
to talk about everyday
situations and familiar topics.
Can convey meaning but may
use inappropriate vocabulary
or some repetition.
Communicative
Competence
Can make him/herself
understood but has pauses
and false starts.
Can use simple techniques to
start, maintain or end a
conversation.
Can ask for clarification when
necessary.
Can indicate with words,
intonation and gestures to
clarify what he/she wants to
say.
 Setting the standard
Watch and assess Speaking test sample:
Video 1 (Easwaran & Nyanasri)
Examiners can then compare marks and discuss.
 Applying the standard
Watch and assess Speaking test sample:
Video 2 (Ken Lee & Pei Yi)
Examiners can then compare marks and discuss.
 Applying the standard

Overall spoken Communicative

Candidate Grammar Vocabulary
production Competence

Ken Lee 4 4 4 4

Pei Yi 5 5 5 5
Part three: Writing Test
Assessment
You will need your Instructions to
Writing Examiners for this session
 Test format
Part Task Type Number of Items Task Format
1 Short communicative 1 A short response
message (50-80 words) to an
informal message.

2 Notes expansion (essay) 1 A longer (semi-

formal) text (100-
120 words) based
on a visual stimulus
(mind map).
Writing Quiz
Assessment Criteria

PT3 Writing
 Writing and the CEFR
A2 Overall Written Production
Can write a series of simple
phrases and sentences linked
with simple connectors like
“and”, “but” and “because”.
Longer texts may contain
expressions and show
coherence problems which
makes the text hard to
understand.
B1 Overall Written Production
Can write straightforward
connected texts on a range of
familiar subjects within his
field of interest, by linking a
series of shorter discrete
elements into a linear
sequence. The texts are
understandable but
occasional unclear expressions
and/or inconsistencies may
cause a break-up in reading.
 Writing and the CEFR
A2 Overall Written Production
Can write a series of simple
phrases and sentences linked
with simple connectors like
“and”, “but” and “because”.
Longer texts may contain
expressions and show
coherence problems which
makes the text hard to
understand.
B1 Overall Written Production
Can write straightforward
connected texts on a range of
familiar subjects within his
field of interest, by linking a
series of shorter discrete
elements into a linear
sequence. The texts are
understandable but
occasional unclear
expressions
and/or inconsistencies may
cause a break-up in reading.
 Writing and the CEFR
A2 Overall Written Production
Can write a series of simple
phrases and sentences linked
with simple connectors like
“and”, “but” and “because”.
Longer texts may contain
expressions and show
coherence problems which
makes the text hard to
understand.
PT3 Part 1 Band 3
Organisation
Text is connected using basic,
high frequency connectors.
Language
Errors may impede meaning at
times.
Comparing three Form 3
candidate performances
 Assessment Scales
Part 1 Part 2
Cont Comm Org Lang Cont Comm Org Lang
C1

B2 5 5 5 5
4 4 4 4
B1 5 5 5 5 3 3 3 3
4 4 4 4 2 2 2 2
A2 3 3 3 3 1 1 1 1
2 2 2 2
A1 1 1 1 1

Below
Writing Scales Familiarisation
Assessment Scales

Content
Language

Communicative
Organisation
Achievement
 Which scale for what?

• always go back to the descriptor

• may be covered under more than one sub-
scale
• 'but isn’t this unfair?'
 Understanding the Descriptors
Scale Organisation

Uses simple connectors and a limited number of cohesive devices

5
appropriately.

3 Text is connected using basic, high frequency connectors.

Production unlikely to be connected, though punctuation and simple

1
connectors (i.e. and) may be used on occasion.

0 Performance below Band 1

 Score Points 2 and 4
Part 2 - Band 5
Uses a range of everyday vocabulary with occasional inappropriate use of less
common lexis.
Uses a range of simple and some complex grammatical forms with a good
degree of control.
Errors do not impede communication.

Part 2 - Band 4
Performance shares features of Bands 3 and 5

Part 2 - Band 3
Uses basic vocabulary appropriately.
Uses simple grammatical forms with a good degree of control.
While errors are noticeable, meaning can still be determined.
 Descriptors: A Few Notes

• 'fully informed'

• ‘relevant content’

• ‘omissions’
 Descriptors: A Few Notes

• ‘Text is generally well organised...using a

variety of cohesive devices’

• 'everyday vocabulary'

• ‘simple and complex grammatical forms'

Setting the standard

Scripts 1-5
Applying the standard

Scripts 6-15
Round up
Thank you!