Understanding speaking assessment - Cambridge...
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Understanding speaking assessment:what every teacher should know
Evelina Galaczi and Nahal Khabbazbashi
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Who are you?
A. I’m a teacher.B. I’m the co‐ordinator/director of studies.
C. I’m a learner.D. I’m a parent.
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Why are you here?
A. I need evidence of Continuous Professional Development
B. I want to earn an Open BadgeC. I want to know more about Speaking Assessment
D.Other
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Understanding speaking assessment:what every teacher should know
Evelina Galaczi and Nahal Khabbazbashi
![Page 6: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/6.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 7: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/7.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 8: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/8.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 9: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/9.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 10: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/10.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 11: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/11.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 12: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/12.jpg)
Our aim today
Explore:
• key questions
• practical tips
Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
![Page 13: Understanding speaking assessment - Cambridge Englishassets.cambridgeenglish.org/webinars/webinar-speaking-assessment... · Understanding speaking assessment: ... • Knowledge of](https://reader030.fdocuments.net/reader030/viewer/2022020120/5b7d20f27f8b9a70138d2690/html5/thumbnails/13.jpg)
What can make speaking more difficult to assess than other skills?
© Jojje
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Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
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Find the difference between the two pictures
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Discuss a topic in a group of two or three
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Describe a person who has greatly
influenced you in your life.
You should say:
1. where you met them
2. what was special about them
3. why this person influenced you so much.
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Interaction
Monologue
Reproduction
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COGNITIVE KNOWLEDGE AND PROCESSING
• Generation of ideas (conceptualisation)What is
speaking?
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COGNITIVE KNOWLEDGE AND PROCESSING
• Generation of ideas (conceptualisation)
• Knowledge of grammar
• Knowledge of vocabulary
What is speaking?
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COGNITIVE KNOWLEDGE AND PROCESSING
• Generation of ideas (conceptualisation)
• Knowledge of grammar
• Knowledge of vocabulary
• Knowledge of sounds
• Articulation
What is speaking?
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COGNITIVE KNOWLEDGE AND PROCESSING
• Generation of ideas (conceptualisation)
• Knowledge of grammar
• Knowledge of vocabulary
• Knowledge of sounds
• Articulation
• Self‐monitoring
What is speaking?
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COGNITIVE KNOWLEDGE AND PROCESSING
• Generation of ideas (conceptualisation)
• Knowledge of grammar
• Knowledge of vocabulary
• Knowledge of sounds
• Articulation
• Self‐monitoring
Automatic
What is speaking?
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the mechanics of driving = core linguistic knowledge
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a range of driving situations =
© Rawpixel.com
CEFR
the mechanics of driving = core linguistic knowledge
a range of communicative situations
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Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
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Test tasks
• Talk about a topic• Describe a photograph, compare photographs
• Tell/summarise a story• Question and answer • Discussion• Information gap activities• Role plays
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Paired tasksWhat are some advantages andpossible disadvantages of this task?
© Jojje
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Advantages:• high authenticity• interactional skills
Paired tasks
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Advantages:• high authenticity• interactional skills
Limitations:• role of personality, age, gender, language ability, etc.
Paired tasks
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What should we do about the possible limitations of a task?
• Include a range of task types:o question and answero monologueo paired interaction.
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What should we do about the possible limitations of a task?
• Include a range of task types and a range of different channels:o question and answero monologueo paired interaction.
• Use of analytical and global criteria and scales
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No ‘best’ way to test speaking
• Each task has its unique advantages and limitations
• Each task is suitable for different purposes
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Task difficulty
© Jojje
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Task AA young man on holiday in North America wants to buy a present to take home to his parents. Talk together about the different presents he could buy, and say which would be best.Here is a picture with some ideas to help you.
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Task B
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Task difficulty
© Jojje
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Cambridge English: Preliminary (CEFR level B1)
• Concrete topic
• Familiar context
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Cambridge English: Advanced (CEFR Level C1)
• Open‐ended • Abstract topic• Giving opinions
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Task difficulty: topic/type of information
Personal
Familiar
Concrete
Non‐personal
Unfamiliar
Abstract
LESS MORE
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Task difficulty: speech functions
Speech functions• Informational functions (e.g. expressing opinions, comparing)
• Interactional functions (e.g. agreeing, asking for opinion, persuading)
• Interaction management functions (starting to speak, interrupting)
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Task difficulty: example
Description
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Task difficulty: example
Description
DescriptionExpressing/justifying opinionsComparing
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Other factors which affect task fairness
• Are the instructions clear?
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Other factors which affect task fairness
• Are the instructions clear?• Is the purpose of the task clear to the test takers?
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Other factors which affect task fairness
• Are the instructions clear?• Is the purpose of the task clear to the test takers?
• Is there a range of tasks?
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Other factors which affect task fairness
• Are the instructions clear?• Is the purpose of the task clear to the test takers?
• Is there a range of tasks?• Are the items/tasks in a justifiable order?
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Other factors which affect task fairness
• Are the instructions clear?• Is the purpose of the task clear to the test takers?
• Is there a range of tasks?• Are the items/tasks in a justifiable order?• Is the timing for each part of the test appropriate?
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Other factors which affect task fairness
• Are the instructions clear?• Is the purpose of the task clear to the test takers?
• Is there a range of tasks?• Are the items/tasks in a justifiable order?• Is the timing for each part of the test appropriate?
• Are the marking criteria clear to the test takers?
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Why am I testing?
Who am I testing?
What am I testing?
How am I testing?
How am I scoring?
How is my test
benefiting learners?
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Assessment scales: why do we need them?
Speech ScoreAssessment scale and criteria
Rating scales and criteria = reflect test constructRating scales and criteria = help with test reliability
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Assessment criteria: which ones?
Picture description task
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Assessment criteria: which ones?
Paired discussion task
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Types of scales
Holistic• General impression • One overall mark
Analytic • Broken down into separate features• Several marks – one for each assessment criterion
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Analytic scales
Strengths• Diagnostic information• Useful in rater training• Useful for L2 learners who have an uneven profile.
Limitations• Time‐consuming
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Holistic scales
Strengths• Practicality: faster
Limitations• No useful diagnostic information (single score)
• Difficult to use when skills are unevenly developed
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Fair Speaking tests Clear test
purpose
Suitable test
construct
Range of task types
Examiner training
Appropriate assessment
scales
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Further information
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Teaching English
Sample papers, handbooks, lesson plans and teacher guides
Free resources for teachers
For new and experienced teachers
Teaching Qualifications
Helps you assess which stage you are at in your professional development and work out where you want to get to next
Teaching Framework
About our exams and teaching
Webinars
www.cambridgeenglish.org/teaching-english
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www.cambridgeenglish.org/silt
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Further information
University of CambridgeCambridge English Language Assessment1 Hills Road, Cambridge, CB1 2EU, UKTel: +44 (0)1223 553997Fax: +44 (0)1223 553621Email: [email protected]
Keep up to date with what’s new via the Cambridge English Language Assessment website:www.cambridgeenglish.org
For information on Cambridge English webinars for teachers:www.cambridgeenglish.org/webinars
Understanding Test Scores14 and 16 November 2016