1. Assessing Oral Language Proficiency in our students
Learning about speaking tests

2. The Lighter Side….

3. What’s on tap? What are the principles of good test design?
Practice making test rubrics and assessing.
Learn how to deliver and design a “retelling” speaking test AND a level placement test.

4. What do you believe….? We give tests so that ……………………..
Tests provide teachers with ……………………..
When testing in my class, I usually ……………………..
Tests help students ……………………..
A good speaking test should ……………………..
All tests must ……………………..
My opinion on tests is ……………………..
An example of one kind of test is ……………………..

5. The Alphabet Soup of Assessment
Multiple choice
Rubrics
Marks
Standardized
Checklist
Norm / Criteron
Performance
Summative
Formative
Diagnostic
Ratings
Placement
High Stakes
Peer / Self
Alternative
Produce
Prepare
Pronounciation
Personalize
Possibility
Pleasure

6. Background: The Purpose of Tests
Andrew Finch, Kyungpook Nat. Univ. of Education , Daegu, S. Korea

7. Basics 1 – Making a rubric
What is a rubric?
"a scoring tool that lists the criteria for a piece of work or 'what counts.' "
-- Heidi Goodrich

8. Complete the Following…..
The purpose of testing is….
Tests can easily become ….
Classroom based tests should ………
Also, they should ……….

9. Complete the Following…..
The purpose of testing is….
To give information to the students and teachers (also parents!)

10. Complete the Following…..
Tests can easily become ….
Normative and Comparative.
(but should be Criterion based and about what the student CAN do)

11. Complete the following
Classroom based tests should ………
Non – threatening environment
Focus on “real situations” and the process of learning.

12. Complete the Following…..
Also, they should ……….
Provide big picture. Emphasize thinking skills and collaboration.
provide information and be about the learning.

13. Test what the student CAN do
THE GOLDEN RULE!
Test what the student CAN do
NOT
What the student can’t!

14. What does speaking consist of?
Fluency
Vocabulary
Successful
Students
Pronunciation
Listening skills / Comp.
Grammar

15. Fill in the rubric with descriptors
Fluency
Well
Developed
Limited
some
good
unclear
Parts clear
Mostly clear
Very clear
Pronunciation
Vocabulary
limited
adequate
sound
extensive
Effort
poor
fair
Good
excellent

16. Assessing through an Interview
Students know the questions and have practiced.
Design the rubric.
Select 4 questions to ask a student.
Score the student based on their response.

17. Oral Assessment using retelling
Retelling is a powerful way to fully assess a student’s ability to produce language. It shows with validity that a student understands the language used and most importantly, can use it.
______________________________________
List the main ideas of the story.
Design a rubric or storytelling checklist.
Ask the student(s) to retell the story.
Check all ideas that the student successfully retells/relates.
Total the score.

18. Checklist Major Ideas: Heungbu / Nolbu 1 2 3
Two brothers, one poor , one rich.
Heungbu asks for food. Nolbu refuses.
A swallow comes. Heungbu helps. Gets a seed.
3 gourds grow. Treasure comes out.
Nolbu is jealous. Does the same.
Monsters come out.
Heungbu helps Nolbu. Nolbu changes.
They live happily.
Score

19. Oral Assessment using “sequencing” – HOW TO…….
Explaining “how to” do something is an excellent way to assess student speaking ability. ________________________________
List the main steps. Teach / practice.
Design a checklist.
Ask the student(s) to explain “how to...”
Check all steps that the student successfully retells/relates.
Total the score.

20. Checklist Steps: How to make a P&J sandwich 1 2 3
Get two slices of bread.
Put peanut butter on one.
Put jelly on top of the peanut butter.
Cut the sandwich in half.
Eat the sandwich!

21. Beware of “narrow” testing

22. Be Careful!
Assure all students understand the criteria of assessment (the rubric)
Did you teach enough, the required content?
Pre Test
Check for “Silent Period”
Provide a proper environment / warm up.
Test what you taught!
During Testing
Give students specific feedback
allow for a retake. Praise!
After Testing
Flood & Lapp, 1992

23. Questions in increasing difficulty
Placement Testing
Key Vocabulary
A great Picture
Character 1:
Character 2:
Questions in increasing difficulty
Vocabulary Rank

24. Websites to help test speaking
Teacher Evaluation

25. ddeubel@gmail.com http://eflclassroom.ning.com
“one teaches, two learn.”