Assessing Speaking

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Speaking is the second of the four language skills. 

Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language.

Speaking is the process of building and sharing meaning through the use of verbal and non- verbal symbols, in a variety of context.

Speaking is a primary mode of communication. 
It is a productive skill. 

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DESIGNING ASSESSMENT TASKS: INTENSIVE (CONTROLLED) WRITING

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DICTATION AND DICTO-COMP  • A form of controlled writing related to dictation is dicto-comp. Here, a paragraph is read at normal speed, usually two or three times, then the teacher asks the students to rewrite the paragraph from the best of their recollection.  GRAMMATICAL TRANSFORMATION TASKS   • Numerous version of the tasks are possible: change the tenses in paragraph, change full forms of verbs to reduce forms (contractions), change statements to yes/no or wh- questions, change questions into statements, combine two sentences into one using a relative pronoun, change direct speech into indirect speech, and change from active to passive voice. PICTURE-CUED TASKS   • SHORT SENTENCES, a drawing of some simple action is shown; the test-takers write a brief sentence.  • PICTURE DESCRIPTION, test-takers are asked to describe the picture using four of the following proposition: on, over, under, next to, around, etc.  • PICTURE SEQUENCE DESCRIPTION, a sequence ...
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Designing Assessment Tasks: Extensive Speaking

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1# Oral Presentations  The rules for effective assessment must be involved:  Specify the criterion  Set appropriate tasks  Elicit optimal output  Establish practical, reliable scoring process  For oral presentation, a checklist or grid is a common means of scoring or evaluation. The wash back effect of a such checklist can be enhanced by written comments from the teacher, a conference with the teacher, peer evaluation using the same form, and self- assessment. 2# Picture-Cued Storytelling  It considers a picture or a series of pictures as a stimulus for a longer story or description.  3# Retelling a Story, News Event  -Test-takers hear or read a story or news event that they are asked to retell.  -The objectives in assigning is listening comprehension of the original to production of a number of oral discourse features (sequences and relationship of events, stress and emphasis pattern), fluency, and interaction with the hearer.  -Sc...
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DESIGNING ASSESSMENT TASKS: IMITATIVE WRITING

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TASKS IN [HAND-] WRITING LETTERS, WORDS, AND PUNCTUATION  • COPYING, a test takers copy letters or words.  • LISTENING CLOZE SELECTION TASKS, combination of dictation with a written script that has relatively frequent deletion ratio.  • PICTURE-CUED TASKS, familiar pictures are displayed, and test-takers are told to write the word that the pictured represents.  • FORM COMPLETION TASKS, use a simple form (registration, application, etc.) that asks for name, address, phone number, and other data.  • CONVERTING NUMBERS AND ABBREVIATIONS TO WORDS, a section of numbers and abbreviations are written, and the test-takers are directed to write out the numbers or abbreviations SPELLING TASKS AND DETECTING PHONEME-GRAPHEME CORRESPONDENCES • SPELLING TESTS, the teacher dictates a simple list of words, one word at a time, followed by the word in a sentence, repeated again, with a pause for test-takers to write the word.  • PICTURE-CUED TASKS, pictured are displayed wit...
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