BULACAN STATE UNIVERSITY

ASSESSING THE
PRODUCTION SKILLS:
SPEAKING AND
WRITING

John Ramil A. Valle John Aldrin S. Toribio

John Michael M. Jalac

Discussants
 BULACAN STATE UNIVERSITY

ASSESSING THE
PRODUCTION SKILLS:
SPEAKING

Sir. John Ramil A. Valle

Discussant
 Question

How do you assess your

learner's speaking ability?
 Assessing the Production
Skills: Speaking

ASSESSING LEARNERS’ SPEAKING ABILITY IS

ONE OF THE CENTRAL CONCERN FOR ALL
LANGUAGE TEACHERS AS MOST PEOPLE
SPEND MORE TIME SPEAKING THAN READING
OR WRITING.
 Assess L2 Learners'
Speaking Ability

TASK
DESIGN
Lifelike situations
SCORING
in which they need to perform a
variety of language functions EVALUATIO
N
What characterises and influences
speaking performance?

Initiate and
Respond

Speaker's Intention
Speaking Performance of an
L2 Learner

Learner, Interlocutor and

TASK at hand
Individual Mode (a teacher
made assessment

Paired Mode (two learners

interact with each other)

Group Oral Mode (three or

four leaners interact with
one another
 Designing and
Evaluating Speaking
Test
THE INTERVIEW IS OFTEN CONSIDERED TO BE A
PROTOTYPICAL EXAM FORMAT ALTHOUGH ITS SCOPE IS
LIMITED BECAUSE THE EXAMINER IS IN CONTROL OF THE
CONVERSATION, INITIATING AND CONCLUDING TOPICS AND
SO THE FLOW OF INFORMATION IS ONE-WAY.

• FOR REASONS OF TEST VALIDITY AND FAIRNESS,

THE INTERLOCUTOR’S CONTRIBUTIONS SHOULD
BE AS GUIDED AS POSSIBLE.
 THE FOLLOWING RECOMMENDATIONS ARE MADE FOR
INTERLOCUTORS WHEN ASKING QUESTIONS TO A LEARNER
(CSÉPES & EGYÜD, 2004, P. 40):
 Designing and
Evaluating Speaking
Test

AS A CLASSROOM TEACHER, IN MOST CASES YOU HAVE TO

SCHEDULE THE ASSESSMENT OF SPEAKING AS PART OF YOUR
DAILY WORK. THIS MEANS THAT YOU NEED TO ENGAGE ALL
THE LEARNERS SIMULTANEOUSLY WHILE YOU MAY SELECT
SOME STUDENTS WHOSE PERFORMANCE YOU WISH TO ASSESS
BASED ON SOME CRITERIA.

2. THE PAIRED MODE OR THE GROUP ORAL SEEM

TO BE A GOOD CHOICE AS THE TEACHER CAN
QUIETLY MONITOR THE STUDENTS WHILE THEY
ARE DOING THE TASK
FOR TASK DESIGN THEREFORE WE
NEED TO TAKE INTO ACCOUNT THE
FOLLOWING:
Evaluating Speaking
Performances

Scoring Benchmark Sample Performances

THE MOST RELIABLE WAY OF ASSESSING SPEAKING PERFORMANCES IS

BY USING AN ANALYTIC RATING SCALE BECAUSE IT HELPS THE
ASSESSOR TO JUDGE A LEARNER’S PERFORMANCE WITH RESPECT TO
SEPARATE, CLEARLY IDENTIFIABLE PERFORMANCE FEATURES SUCH AS
PRONUNCIATION, INTERACTIVE COMMUNICATION, GRAMMAR AND
VOCABULARY.
Evaluating Speaking
Performances

Teacher Assessment vs. Peer-Assessment

and Self-Assessment
THERE ARE SEVERAL BENEFITS OF INVOLVING
LEARNERS IN THE ASSESSMENT PROCESS. WHEN
LEARNERS ARE ASKED TO ASSESS THEMSELVES
AND THEIR PEERS, THEY ARE NOT IN THE SAME
POSITION AS THEIR TEACHER, THEREFORE THE
ASPECTS OF THE PERFORMANCE THEY CAN GIVE
FEEDBACK ON AND/SCORE SHOULD BE
CAREFULLY DEFINED.
 The effectiveness of self-assessment and
peer-assessment of speaking performances is
most likely to depend on:

• THE TRANSPARENCY OR CLARITY OF THE ASSESSMENT

CRITERIA (EXPLAIN AND ILLUSTRATE THEM);
• LEARNERS’ DEVELOPING LANGUAGE PROFICIENCY,
WHICH INFLUENCES THEIR PERCEPTIONS AND
ULTIMATELY THEIR OBSERVATIONS AND RATINGS;
• WHETHER LEARNERS ARE PROVIDED WITH TRAINING
METHODOLOGICALLY (HELPING THEM TO USE THE
ASSESSMENT CRITERIA ) AND PSYCHOLOGICALLY
(EXPLAINING WHY SELF- AND PEER ASSESSMENT CAN BE
USEFUL FOR THEM);
• ALLOWING THE USE OF L1, ESPECIALLY IN LOW LEVEL
CLASSES.
 "SELF - ASSESSMENT IS BEST PRACTICED IN
TANDEM WITH PEER AND TEACHER
ASSESSMENT. INTERACTING WITH THE LEARNING
ENVIRONMENT, STUDENTS CAN JUDGE THEIR
PERFORMANCE SKILLS MORE ACCURATELY IN
RELATION TO THOSE OF OTHERS. THIS SELF-
ASSESSMENT PROCESS ALLOWS STUDENTS TO
SEEK KNOWLEDGE FROM THE SURROUNDINGS
TO MAKE SENSE OF UNCERTAINTY, CONFLICT,
AND DOUBT, AND TO DRAW A CLEARER SELF-
PROFILE." - YU MEI CHAN
A PICTURE IS WORTH A
THOUSAND WORDS
 BULACAN STATE UNIVERSITY

ASSESSING THE
PRODUCTION SKILLS:
WRITING

Sir. John Aldrin Toribio

Discussant
ASSESSING THE PRODUCTION SKILLS: WRITING
AN INTRODUCTION

Every teaching role has its unique burden.

Science teachers invest long hours in

preparing laboratory experiments with
expensive and sometimes hazardous
materials.
ASSESSING THE PRODUCTION SKILLS: WRITING
AN INTRODUCTION

Math teachers wrestle with innumeracy

and negative stereotypes of math,
especially at the higher levels.

History teachers work hard to avoid turning their

subject matter into the rote memorization of
isolated facts.
ASSESSING THE PRODUCTION SKILLS: WRITING
AN INTRODUCTION

And as language teacher, we tend to develop

students ability to express their perspectives
using English as medium in both speaking and
writing, etc.
ASSESSING THE PRODUCTION SKILLS: WRITING
WHAT IS AN ASSESSMENT?

Assessment is the gathering of information

about student learning.

• FORMATIVE 2. SUMMATIVE
PURPOSES PURPOSES
 WHY IS IT SO DIFFICULT TO ASSESS WRITING IN
SECOND LANGUAGE ?

ACCCORDING TO KWEDOR (N.D.)

UNLIKE A MATH PROBLEM THAT HAS A CLEAR ANSWER OR
A SCIENCE CONCEPT THAT IS BACKED UP BY PROVABLE
FACTS, WRITING CAN BE CHALLENGING TO GRADE
BECAUSE IT IS ...

1.CREATIVE 2.SUBJECTIVE 3. PERSONAL

ASSESSING THE PRODUCTION SKILLS:
 ASSESSING THE PRODUCTION SKILLS:
WRITING

WHY IS IT SO DIFFICULT TO ASSESS WRITING IN

SECOND LANGUAGE ?

GRIFFITH (2016) EMPAHSIZED

THAT IN MANY WAYS, WRITING IS MORE DIFFICULT SKILL
REQUIRING A GREATER DEGREE OF ACCURACY.

WHEN SPEAKING, ANY MISUNDERSTANDING CAN BE

CLEARED
UP' ON THE SPOT', WHEREAS THIS IS NOT POSSIBLE IN
WRITING.
 ASSESSING THE PRODUCTION SKILLS:
WRITING
HOW TO ASSESS STUDENTS' WRITING ?
THREE TYPES OF WRITING ASSEMENTS:

AT VARIOUS POINTS IN THE

ASSESSMENT PROCESS, TEACHERS
USUALLY TAKE ON DIFFERENT
ROLES SUCH AS MOTIVATOR,
COLLABORATOR, CRITIC,
EVALUATOR, ETC., (SEE BROOKE
HORVATH FOR MORE ON THESE
. ROLES) AND GIVE DIFFERENT TYPES
OF RESPONSE.
 ASSESSING THE PRODUCTION SKILLS:
WRITING

HOW TO ASSESS STUDENTS' WRITING ?

THREE TYPES OF WRITING ASSEMENTS:

1.DIAGNOSTIC WRITING
ASSESSMENTS

• PROVIDE AN HONEST PICTURE OF STUDENT ABILITY AND/OR

KNOWLEDGE.
• ARE UNGRADED, WHICH CAN LESSEN STUDENT ANXIETY.
• INFORM EFFECTIVE INSTRUCTION.
• HELP CREATE RELEVANT LEARNING GOALS.
.
• IDENTIFY STRENGTHS AND AREAS FOR IMPROVEMENT.
 ASSESSING THE PRODUCTION SKILLS:
WRITING
HOW TO ASSESS STUDENTS' WRITING ?
THREE TYPES OF WRITING ASSEMENTS:

1.EXAMPLE OF DIAGNOSTIC WRITING

ASSESSMENTS

.
 ASSESSING THE PRODUCTION SKILLS:
WRITING
HOW TO ASSESS STUDENTS' WRITING ?
THREE TYPES OF WRITING ASSEMENTS:

2.FORMATIVE WRITING
ASSESSMENTS
• PROVIDE A USEFUL PROGRESS / COMPREHENSION GAUGE.
• CAN BE USED WITH THE WHOLE CLASS OR SMALL GROUP, AS WELL AS
INDIVIDUALIZED FOR SPECIFIC STUDENTS.
• INFORM LESSON PLANNING.
• ARE UNGRADED, LESSENING THE PRESSURE ON THE STUDENT.
• CAN BE IMPLEMENTED CONTINUOUSLY.
• ALLOW STUDENTS TO BE MORE METACOGNITIVE.
.
• CAN BE HELPFUL IN TIMING SUMMATIVE ASSESSMENTS
 ASSESSING THE PRODUCTION SKILLS:
WRITING
HOW TO ASSESS STUDENTS' WRITING ?
THREE TYPES OF WRITING ASSEMENTS:

2.EXAMPLE OF FORMATIVE WRITING ASSESSMENT

CLICKER QUESTIONS

.
 ASSESSING THE PRODUCTION SKILLS:
WRITING

HOW TO ASSESS STUDENTS' WRITING ?

THREE TYPES OF WRITING ASSEMENTS:

3.SUMMATIVE WRITING
ASSESSMENTS
• DETERMINE WHETHER STUDENTS HAVE MET LEARNING GOALS
• Demonstrate student ability and achievement
• However, to be accurate, summative assessments need to be Fair and unbiased.
• REFLECTIVE OF INSTRUCTIONAL METHODS, ALLOWING STUDENTS TO
DEMONSTRATE THEIR MASTERY OF SPECIFIC WRITING SKILLS.
• APPROPRIATELY LEVELED FOR STUDENT ABILITY.
.
 ASSESSING THE PRODUCTION SKILLS:
WRITING
HOW TO ASSESS STUDENTS' WRITING ?
THREE TYPES OF WRITING ASSEMENTS:

3.EXAMPLE OF SUMMATIVE WRITING ASSESSMENT

.
 ASSESSING THE PRODUCTION SKILLS:
WRITING

HOW TO ASSESS STUDENTS' WRITING ?

ART OF FEEDBACK ( RESPONDING):

ONE OF THE MAJOR PURPOSES OF WRITING ASSESSMENT IS TO

PROVIDE FEEDBACK TO STUDENTS.

"FEEDBACK EMERGED AS THE HERO AND THE ANTI-HERO OF OUR

STUDY−POWERFUL
ENOUGH TO CONVINCE STUDENTS THAT THEY COULD OR COULDN'T DO THE
WORK
IN A GIVEN FIELD, TO PUSH THEM TOWARD OR AWAY FROM SELECTING THEIR
MAJORS,. AND CONTRIBUTED, MORE THAN ANY OTHER SINGLE FACTOR, TO
STUDENTS'
SENSE OF ACADEMIC BELONGING OR ALIENATION“ (HARVARD STUDY OF
 ASSESSING THE PRODUCTION SKILLS:
WRITING

ART OF FEEDBACK

PURPOSES OF RESPONDING

FORMATIVE EVALUATIVE
RESPONSE RESPONSE
TO HELP STUDENTS DEVELOP HOW WELL A STUDENT HAS
THEIR WRITING STYLE. DONE.
MIGHT BE RELATED TO A
CONFIDENCE-BUILDING, ON GRADE.
.
ENGAGING THE STUDENT IN A
TENDS TO EMPHASIZE WHETHER OR |
CONVERSATION ABOUT HER IDEAS
OR WRITING CHOICES .
NOT STUDENT HAS MET THE
CRITERIA.
 ASSESSING THE PRODUCTION SKILLS:
WRITING

ART OF FEEDBACK

MEANS OF RESPONDING

CONFERENCI RUBRIC
NG BASED

VERBAL, INTERACTIVE RESPONSE PEER AND SELF FEEDBACK

MIGHT HAPPEN IN CLASS OR FOCUSED ON ; SPELLING,

. SCHEDULED SESSIONS IN
DURING LAYOUT & PUNCTATION, AND
OFFICES
CREATIVITY ( CROSSMAN, 2020)
 ASSESSING THE PRODUCTION SKILLS:
WRITING
TIPS IN ASSESSING WRITING SKILLS OF
STUDENTS

• STANDARDIZED FEEDBACK SHEETS ON

WHICH A TEACHER DETAILS WRITTEN 2.DEFINE THE LENGTH OF
INFORMATION ON ASSESSMENT DECISIONS
TIME THAT LEARNER
ARE OFTEN WELL RECEIVED BY LEARNERS,
PARTICULARLY WHEN THEY ARE USED BY WILL HAVE TO WAIT .
ALL TEACHERS ACROSS THE INSTITUTION.

3.BE CONSISTENT IN THEIR

ASSESSMENT DECISIONS AND 4.GIVE STUDENTS A FREE
ENSURE THERE IS NO FAVOURITISM. REIGN.
 BULACAN STATE UNIVERSITY

ASSESSING THE
PRODUCTION SKILLS:
WRITING

Sir. John Aldrin Toribio

Discussant
BULACAN STATE UNIVERSITY

RELATED
LITERATURE

Sir. John Michael Jalac

Discussant
PRODUCTIVE
SKILL RELATED
STRATEGY USE:
A CASE STUDY OF
EAP STUDENTS
DISHARI CHATTARAJ, 2020
RESEARCH FINDINGS

• THE IMPORTANCE OF LANGUAGE LEARNING STRATEGIES (LLS)

HAS BEEN WIDELY DISCUSSED.

• THE PRESENT STUDY ON THE PRODUCTIVE SKILLS RELATED

STRATEGIES AND MAKES A COMPARATIVE ANALYSIS OF THE USE
OF PRODUCTIVE SKILLS I.E. SPEAKING AND WRITING SKILL
RELATED STRATEGY USE BY THE STUDENTS ENGAGED IN
STUDYING
. ENGLISH FOR ACADEMIC PURPOSE (EAP) AT VARIOUS
LEVELS OF STUDY.
SPEAKING STRATEGIES

• REPEAT ENGLISH TO MYSELF IN

ORDER TO PRACTICE IT
• SEEK OUT PEOPLE WITH WHOM I CAN
SPEAK ENGLISH
• IF CORRECTED WHILE SPEAKING, TRY
TO REMEMBER CORRECTION AND
AVOID MAKING SAME MISTAKE AGAIN
.
SPEAKING STRATEGIES

• PRACTICE ENGLISH WITH OTHER

STUDENTS
• IF NECESSARY, USE GESTURES TO
CONVEY MY MEANING AND KEEP A
CONVERSATION GOING
• TRY TO PRONOUNCE ENGLISH WITHOUT
ANY MOTHER TONGUE INFLUENCE
.
WRITING STRATEGIES

• WHEN MY MISTAKES ARE CORRECTED, I

LEARN FROM THE CORRECTIONS
• If I cannot think of correct expressions, I think
of another way to express my meaning (e.g.
synonyms)
• Support my ideas with examples from my
readings
.
WRITING STRATEGIES

• IN EXAMS, I ATTEMPT ONLY THOSE

QUESTIONS, WHICH I CAN WRITE IN MY
OWN WORDS
• If unsure about something I want to write, try to
express meaning and do not worry too much
about correctness
• Write a diary in English
.
RESEARCH FINDINGS

• THE HIGHER USE OF PRODUCTIVE STRATEGIES HAS BEEN

EQUATED WITH SUCCESSFUL LANGUAGE LEARNING IN
LITERATURE.
• THE STRATEGY TRAINING BECOMES MOST USEFUL WHEN
THE LEARNERS ARE NOT ONLY TAUGHT THE USE OF A
PARTICULAR STRATEGY BUT ALSO SHOWN HOW THE
STRATEGY CAN BE USED AND TRANSFERRED TO A
.
DIFFERENT LEARNING SITUATION.
RESEARCH FINDINGS

• STRATEGY TRAINING AND INTERVENTION ENHANCES

BOTH THE CONFIDENCE AND THE PROFICIENCY OF THE
LEARNERS.
• THE TRAINING COURSE IN THE USE OF LANGUAGE
LEARNING STRATEGIES WILL MAKE THE LEARNERS MORE
AWARE OF THEIR LEARNING PROCESS, AND, SELF-
AWARENESS
.
IS THE DRIVING FORCE BEHIND THE
FORMATION OF LEARNER-CENTERED INSTRUCTION.
.