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Language Assessment.

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Presentation on theme: "Language Assessment."— Presentation transcript:

Assessment types and activities

Quality Control in Evaluation and Assessment

Assessment & Evaluation adapted from a presentation by Som Mony

Chapter 1 What is listening?

L2 program design Content, structure, evaluation.

1 Lesson One Introduction: Teaching and Testing/Assessment.

Uses of Language Tests.

ROLE AND PURPOSE OF ASSESSMENT IN TEACHING AND LEARNING

TOPIC 3 BASIC PRINCIPLES OF ASSSESSMENT

Creating Effective Classroom Tests by Christine Coombe and Nancy Hubley 1.

Questions to check whether or not the test is well designed: 1. How do you know if a test is effective? 2. Can it be given within appropriate administrative.

ROLE AND PURPOSES OF ASSESSMENT IN TEACHING AND LEARNING

Principles of Language Assessment Ratnawati Graduate Program University State of Semarang.

Chap. I Testing, Assessing, and Teaching

Introduction: Teaching and Testing/Assessment

Chap. 3 Designing Classroom Language Tests

Classroom Assessments Checklists, Rating Scales, and Rubrics

Teaching Today: An Introduction to Education 8th edition

Chap. 2 Principles of Language Assessment

Week 5 Lecture 4. Lecture’s objectives  Understand the principles of language assessment.  Use language assessment principles to evaluate existing tests.

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PRINCIPLES OF LANGUAGE ASSESSMENT

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Educational Researcher

Susan Embretson

Routledge Education

Gabriel Rodríguez Matos

Validity refers to the degree to which interpretations of test scores that are used for a particular purpose are supported by both theory and empirical evidence. In this article, we discuss validity as it pertains to educational and psychological testing. We also trace the history of validity theory and discuss how to validate the use of a test for a particular purpose. We draw heavily from the Standards for Educational and Psychological Testing, which are developed by the American Educational Research Association, the American Psychological Association, and National Council on Measurement in Education, to promote quality test development and validation activities.

Dr. Ahmed Gumaa Siddiek

This paper investigates the impact of content validity of language tests on both teacher and learner. Educational evaluation produces too much stress in both teacher and learner, but it is given less attention by the teacher than any other teaching tasks. This inconvenience comes from the doubt with which this topic is approached. Tests are supposed to focus on core syllabus constituents to find how much the learner achieved. In this attempt we went through some examinations that seemed to lack content validity. We found that when the exam lacked this feature, most of the teaching would be focused in the techniques of examination rather than doing real teaching. It was also found that students did not refer to their textbooks as source of knowledge but exerted all efforts only to collect marks. The result of these practices yielded failure in the achievement of pedagogical objectives of language education.

FIREW B . DEJENE

Article Info The major objective of the study was to assess whether Hosanna and Wolaita Sodo University teachers of English language and literature do prepare tests that reflect the classroom instruction or not. Hence, the researchers of this study took two-semester English examination papers to assess the tests constructed by the teachers do possess or lack content validity. In order to check the existence of content validity, the writer cross checked the content area coverage of the test items (reading, vocabulary, grammar, speaking, listening and writing) from the course module against with the amount of questions constructed from each category in the tests. The content validity of tests is mainly analyzed by comparing the amount of questions under the expected and observed columns by using the chi-square method of data analysis. Both the amount of expected and observed amount of questions was computed by using the coverage size of each item in the teaching material. Thus, the amount of expected number of questions judged by the amount of the total periods allocated to each language items (sections) in the respective semesters in the course syllabus. In addition, the writers also used teachers' and students' questionnaire in order to have in-depth understanding concerning the awareness of teachers on the concept of content validity, their testing practice and the impact of teachers' testing practice upon the students' attitude towards studying and learning of the language aspects. Finally, from the findings it is possible to conclude that the freshman Communicative English language examinations (tests) of the two Universities have low content validity in order to measure students' achievement properly. Therefore, it was recommended that to construct tests with good content validity, teachers need to follow principles of test construction such as using table of specification, and they should be provided with supplementary training programs such as courses on evaluation and measurement, and language testing and assessment to create the necessary awareness on the issue understudy.

Amy Timmins

Asia Pacific Journal of Education Perspective

–This study aimed to establish the content, construct and predictive validity evidence of a locally-made college admission and placement test for a private sectarian university. It employed empirical methods for test validation and reliability analysis using a sample of 262 college freshman students. Content-related validity evidence was initially established through the development of Tables of Specifications for the various subtests and experts' review on the alignment of test item content and objectives. Construct-related evidence of validity was established by exploring the internal structure of the test via factor analysis. The procedure yielded two factors and examination of the items comprising the subtests that loaded heavily on each factor suggested that the test measured two distinct but interrelated skills; namely: (1) Language and Literacy Skills and (2) Analytical Reasoning Skills, across three content areas in English, Mathematics and Science. Results from correlating test scores and first year cumulative Grade Point Average (GPA) of the students yielded a substantial overall predictive validity coefficient of 0.643. Reliability analysis using internal consistency measures yielded a high reliability coefficient Cronbach Alpha value of 0.968. These findings indicated that the proposed college admission test was a good predictor of student's academic performance in the first year of college work, and thus, valid for its intended purpose.

Sharifah Khairol Musairah Syed Abdul Mutalib

Based from the behavioural educational theories, higher learning institutions has been using assessment to measure the quality or success of a taught course and to evaluate whether the students have achieved (Ellery, 2008) the minimum standard that is acceptable to be awarded with the degree. An assessment can be conducted by means of paper and pencil, presentations, lab work, case studies, essays, multiple choice questions, true/false statements, short essays, etc. During the semester, students may be tested to improve their learning experience; this is called a formative test (continuous assessment), whereas a summative test (final assessment) is done at the end or completion of the course or program. A test can be used to measure students' ability or to determine the basic mastery or skills or competencies acquired during a course. There are several types of tests; such as, placement test, diagnostic test, progress test, achievement test, and aptitude test. A placement test is done to place students in teaching groups or classes so that they are within the same level of ability or competency. A diagnostic test is done to identify students' strengths and weaknesses in a particular course. A progress test is done during the semester to measure the progress of students in acquiring the subject taught. An achievement test is done to determine students' mastery of a particular subject at the end of the semester. Whereas an aptitude test is done to determine the students' ability to learn new skills or the potential to succeed in a particular academic program. A good assessment should be valid, reliable, and practical. In terms of validity, an assessment should test what it is intended to measure. For example, content validity is when the test items adequately cover the syllabus. A valid assessment measures achievement of the course learning outcomes. In terms of reliability, does the assessment allow the examiners to evaluate it consistently and differentiate between varying levels of performance? Whereas in terms of practicality, we need to ensure that the length given to students for their assessments are appropriate. There are two types of tests, objective and subjective. For objective, we can choose multiple choice questions, true/false, or fill in the blanks; whereas for subjective we can choose either short or long essay. Although there are objective and subjective tests, I would like to focus on subjective test (essays) because we use this type most often; especially in final exam. When constructing an assessment, we need to bear in mind the objectives of learning of a particular course. Specifically, we need to refer to the course information of the course learning outcomes before constructing the exam questions. In addition, we need to understand Bloom's Taxonomy or classifications of objectives. The three classifications are cognitive, affective, and psychomotor. The six levels of cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels for affective domain are receiving, responding, valuing, organizing, and characterizing. Psychomotor levels are imitation, manipulation, precision, articulation, and naturalization. I have discussed in detail about the levels of each domain in the previous issue; thus, in this issue I would like to discuss on cognitive domain because this is the most frequently used in final exam and we are quite familiar with it.

Raili Hilden

Hilden , R 2008 , Multiple aspects of validity theory in the service of an oral proficiency assessment project . in S Tella (ed.) , From brawn to brain : Strong signals in foreign language education : proceedings of the ViKiPeda-2007 Conference in Helsinki, May 21-22, 2007 / Seppo Tella (ed.) . Research Report , no. 290 , University of Helsinki , Helsinki , pp. 189-205 , ViKiPeda ( : 2007 : Helsinki ) , Helsinki , Finland , 21/05/2007 .

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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On July 18, CrowdStrike, an independent cybersecurity company, released a software update that began impacting IT systems globally. Although this was not a Microsoft incident, given it impacts our ecosystem, we want to provide an update on the steps we’ve taken with CrowdStrike and others to remediate and support our customers.  

Since this event began, we’ve maintained ongoing communication with our customers, CrowdStrike and external developers to collect information and expedite solutions. We recognize the disruption this problem has caused for businesses and in the daily routines of many individuals. Our focus is providing customers with technical guidance and support to safely bring disrupted systems back online. Steps taken have included:  

• Engaging with CrowdStrike to automate their work on developing a solution.   CrowdStrike has recommended a workaround to address this issue and has also issued a public statement. Instructions to remedy the situation on Windows endpoints were posted on the Windows Message Center .   
• Deploying hundreds of Microsoft engineers and experts to work directly with customers to restore services.   
• Collaborating with other cloud providers and stakeholders, including Google Cloud Platform (GCP) and Amazon Web Services (AWS), to share awareness on the state of impact we are each seeing across the industry and inform ongoing conversations with CrowdStrike and customers.  
• Quickly posting manual remediation documentation and scripts found here .
• Keeping customers informed of the latest status on the incident through the Azure Status Dashboard here .  

We’re working around the clock and providing ongoing updates and support. Additionally, CrowdStrike has helped us develop a scalable solution that will help Microsoft’s Azure infrastructure accelerate a fix for CrowdStrike’s faulty update. We have also worked with both AWS and GCP to collaborate on the most effective approaches.    

While software updates may occasionally cause disturbances, significant incidents like the CrowdStrike event are infrequent. We currently estimate that CrowdStrike’s update affected 8.5 million Windows devices, or less than one percent of all Windows machines. While the percentage was small, the broad economic and societal impacts reflect the use of CrowdStrike by enterprises that run many critical services.  

This incident demonstrates the interconnected nature of our broad ecosystem — global cloud providers, software platforms, security vendors and other software vendors, and customers. It’s also a reminder of how important it is for all of us across the tech ecosystem to prioritize operating with safe deployment and disaster recovery using the mechanisms that exist. As we’ve seen over the last two days, we learn, recover and move forward most effectively when we collaborate and work together. We appreciate the cooperation and collaboration of our entire sector, and we will continue to update with learnings and next steps.  

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Language Assessment

Mar 24, 2019

190 likes | 419 Views

Language Assessment. Instructor: Dr. Yan-Ling Hwang, Assistant Professor Class Time : Monday 1:10 a.m. - 2:50 p.m. Classroom : B28 大慶校區 Office : A26 應語系研究室 Office Hours: Monday 11:00-12:00 ; Friday (By Appointment) Email: [email protected]. 課程介紹.

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Language Assessment Instructor: Dr. Yan-Ling Hwang, Assistant Professor Class Time : Monday 1:10 a.m. - 2:50 p.m.Classroom : B28 大慶校區 Office : A26應語系研究室 Office Hours: Monday 11:00-12:00 ; Friday (By Appointment) Email: [email protected]

課程介紹 • The course is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Students who intend to be English teachers will be able to gain framed fundamental principles for evaluating and designing assessment procedures.

授課目的 The students will be able to: • To differentiate traditional testing from continuous assessment. • To understand the principles of assessment and how they can be applied in practice. • To develop a critical awareness of language tests by evaluating the existing tests. • To practice constructing valid, practical and reliable way of assessment for use in the classroom.

授課方式 • The course will include lecture, in class small and large group discussion, cooperative-learning activities, and presentation.

參考書目 • Main textbook for the class: • Brown, H.D. (2004). Language assessment: Principles and classroom practices. New York: Pearson. • Referenced Book • Bailley, K. (1998). Learning About Language Assessment. Heinle & Heinle.

Attendance • As you know already, I expect you to attend every class session and to come prepared. Attendance will be taken each class throughout the term. If you miss more than three classes, your final grade for the course will be lowered. Please remember: if you are not present, you cannot participate, and participation is necessary in this class. I expect you to come on time and ready to work. Coming late to class will lower your final grade.

Grading Policy 1. Review Quizzes . . . . . . . . . . . . . . . . . . . . . 30%2. Test evaluation . . . . . . . . . . . . . . . . . . . . . . . . 20%3. Project (presentation + assessment plan) . . . . . . 35% 4. Work distribution & outline of test evaluation .. . .5%5. Attendance/participation/discussion . . . . . . . . . . 10%

Test evaluation (group of 5; oral presentation, 30-40 mins) *Purpose: Apply the principles learned in your reading and class lectures to evaluate an existing test (or a way of assessment). * Include the following in your evaluation: (p.30) - background information/history of the assessment/test chosen, - evaluation procedures (including all the criteria used in your evaluation, construct, stimulus material, practicality, validity, reliability, authenticity, washback, scoring criteria, test format), and - your conclusion/critique (both strengths and weaknesses of the test being evaluated).

Test evaluation (group of 5; oral presentation, 30-40 mins) ** Present all your information and necessary materials in the forms of handouts, PowerPoint, and/or transparencies in your presentation. * A list (hardcopy) of how you distribute the work and the outline of your presentation * presentation

Test evaluation checklist (group of 5; oral presentation, 30-40 mins) • General background information a. Title b. Authors c. Publisher and date of publication • Your theoretical orientation a. Test family: norm-referenced or criterion-referenced b. Purpose of decision: placement, proficiency, achievement, diagnostic c. Language methodology orientation – structural v.s. communicative d. Skill tested - Productive v.s. receptive - Channel: written v.s. oral e. Type of test : discrete-point v.s. integrative; subjective v.s. objective

Test evaluation checklist (group of 5; oral presentation, 30-40 mins) C. Test characteristics a. Reliability - types of reliability procedures used (test-retest, equivalent forms, internal consistency, interrater, intrarater) b. Validity - types of validity procedures used (content, construct, and criterion-related validity) c. Actual practicality of the test - cost of test - quality of items listed - ease of administration (time required…) - ease of scoring - ease of interpretation D. your conclusion/critique (both strengths and weaknesses of the test being evaluated).

Test evaluation (group of 5; oral presentation, 30-40 mins) ** Present all your information and necessary materials in the forms of handouts, PowerPoint, and/or transparencies in your presentation. * 11/5 A list (hardcopy) of how you distribute the work and the outline of your presentation * 11/12 presentation; email your file before presenting day.

Project (oral and written report) • Groups of 5 • In this written project you should develop an assessment plan for assessing a proposed class. You might want to adopt the concept of alternative assessment and/or design a paper-and-pencil test. Consult class lectures and the handouts (“Stages of test construction”) for the steps of designing a test. Your citation, if any, must be in MLA (or APA) format; be careful about plagiarism. Be sure to include page numbers (with names of the writers) and the following in your project.

Introduction Brief summary of background information (e.g., the nature of the proposed class, the purpose of the assessment) and/or test specifications (e.g., what kind of test it is to be, abilities to be tested, etc.), and your reason/rationale for your adoption of the assessment method(s). • Design The plan is meant for a complete program/course. Explain carefully and clearly what your assessment plan is, and if there is a test, how you come up with the test, including data collection, pretesting, and/or validation of the test. Include all information/materials (such as questionnaires, tests, subjects, and instructions to subjects). • Conclusion Problems you met in the process of your development of the assessment plan and/or test construction. • [Works Cited] Either MLA or APA format; must be consistent • Appendices] Some material from Design may be too long to include in the text of the project. If there is a test, a copy of your first and final versions of the test must be included.

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• Preferences

Language Assessment - PowerPoint PPT Presentation

Language Assessment

Title: language assessment author: user last modified by: ocit created date: 10/22/2005 7:09:32 am document presentation format: company – powerpoint ppt presentation.

• Chap. 7 Assessing Speaking
• Imitative. It is simply the ability to parrot back a word or phrase or a sentence.
• Intensive. It is the production of short stretches of oral language. Examples include directed response tasks, reading aloud, sentence and dialogue completion, limited picture-cued tasks.
• Responsive. The tasks include interaction and test comprehension but at the limited level of short conversations, standard greetings, small talk, requests, and comments.
• Interactive. The length and complexity of the interaction are more in interactive tasks than in responsive ones. The task sometimes includes multiple exchanges and/or multiple participants.
• Extensive. (monologue) The tasks include speeches, oral presentations, and story-telling. Oral interaction from listeners is either highly limited or ruled out altogether.
• Word repetition task
• Test-takers hear
• beat/bit bat/vat
• I bought a boat yesterday.
• The glow of the candle is growing.
• Test-takers repeat the stimulus.
• 2 acceptable pronunciation.
• 1 comprehensible, partially correct.
• 0 silence, seriously incorrect.
• It elicits computer-assisted oral production over a telephone. Test-takers read aloud, repeat sentences, say words, and answer questions.
• Part A read aloud selected sentences.
• Examples Traffic is a huge problem in
• Southern California.
• Part B repeat sentences dictated over the phone.
• Example Leave town on the next train.
• Part C Answer questions with a single word or a short phrase.
• Example Would you get water from a bottle or a newspaper?
• Part D hear three word groups in random order and link them in a correctly ordered S. Ex. was reading/my mother/a magazine
• Part E have 30 seconds to talk about their opinion about some topic that is dictated over the phone. Topics center on family, preferences, and choices.
• Scores are calculated by a computerized scoring template and reported back to the test-taker within minutes.
• Directed Response Tasks
• Directed response
• Tell me he went home.
• Tell me that you like rock music.
• Tell me that you arent interested in tennis.
• Tell him to come to my office at noon.
• Remind him what time it is.
• Pronunciation
• 0.00.4 frequent errors and unintelligible.
• 0.51.4 occasionally unintelligible.
• 1.52.4 some errors but intelligible.
• 2.53.0 occasional errors but always
• intelligible.
• 0.0 0.4 slow, hesitant, and unintelligible.
• 0.5 1.4 non-native pauses and flow that
• interferes with intelligibility.
• 1.5--2.4 non-native pauses but the flow is
• 2.53.0 smooth and effortless.
• Reading a scripted dialogue.
• Reading sentences containing minimal pairs. Examples Try not to heat/ hit the pan too much.
• Reading information from a table or chart.
• Comparisons between students are quite simply.
• Tests are easy to prepare and to administer.
• Predictable output, practicality, and reliability in scoring.
• Disadvantages
• It is inauthentic, except in situations such as parent reading to a child, sharing a story with someone, giving a scripted oral presentation.
• It is not communicative in real contexts.
• First, test-takers are given time to read through the dialogue to get its gist, then the tape/teacher produces one part orally and the test-taker responds.
• Example (p. 150) short dialogue (p. 151)
• Advantage more time to anticipate an answer, no potential ambiguity created by aural misunderstanding (oral interview).
• A picture-cued stimulus requires a description from the test-taker. It may elicit a word, a phrase, a story, or incident.
• Scoring scale for intensive tasks
• 2 comprehensible acceptable target form
• 1 comprehensible partially correct
• 0 silence or seriously incorrect
• Comprehension
• Task (the objective of the elicited task)
• Example (p. 158)
• Translation is a communicative device in contexts where English is not a native lang.
• English can be called on to be interpreted as a second language.
• Conditions may vary from an instant translation of a native word, phrase, or sentence to a translation of longer texts.
• Advantages the control of the output easily specified scoring.
• Question and Answer
• Examples 1. What is this called in English?
• ( to elicit a predetermined correct response) 2. What are the steps governments should take, if any, to stem the rate of de-forestation in tropical countries? ( given more opportunity to produce meaningful language in response)
• 1. What do you think about the weather
• 2. Why did you choose your academic
• 3. a. Have you ever been to the U. S. before?
• b. What other countries have you visited?
• c. Why did you go there? What did you
• like best about it?
• Examples how to operate an appliance, how to put a bookshelf together, or how to create a dish.
• Scoring based on (1) comprehensibility (2)
• Specified grammatical/discourse categories.
• Describe how to make a typical dish
• Whats a good recipe for making _____?
• How do you access email on a PC computer?
• How do I get from ___ to ____ in your city?
• Test-takers respond.
• The task should require the test-taker to produce at least 5 or 6 sentences.
• Use familiar topics and test linguistic competence.
• Paraphrasing
• Examples paraphrasing a story and
• paraphrasing a phone message (p. 162)
• 1. elicit short stretches of output
• 2. the criterion being assessed
• a. Is it a listening task more than
• production? b. Does it test short-term
• memory rather than linguistic ability?
• c. How does the teacher determine
• scoring of responses?
• TSE is a 20-minute audiotaped test of oral language ability within an academic or professional environment.
• TSE scores are used by many North American institutions of higher education.
• The tasks are designed to elicit oral production in various discourse categories. (p. 163)
• Example sample items in TOEFL (p. 164)
• Scoring a holistic score ranging from 20 to 60
• (performance, function, appropriateness, and coherence)
• Oral Interview a test administrator and a test-taker sit down in a direct face-to-face exchange and proceed through a protocol of questions and directives.
• It varies in length from 5 to 45 minutes, depending on purpose and context. Placement interviews may need only 5 minutes while Oral Proficiency Interview (OPI) may require an hour.
• Four stages Warm-up, Level check, Probe, and Wind-down.
• Warm-up The interviewer directs mutual introductions, helps the test-taker become comfortable with the situation, apprises the format, and reduces anxieties.
• Level check Through preplanned Qs, the test-takers respond using expected forms and functions. Linguistic target criteria are scored.
• Probe In this phase, test-takers go to the heights of their ability and extend beyond the limits of the interviewers expectation.
• Through probe questions, the interviewer discovers the test-takers proficiency. At the lower levels of proficiency, probe items may demand a higher range of vocabulary and grammar than predicted. At the higher levels, probe items will ask the t-t to give an opinion, to recount a narrative or to respond to questions.
• Wind-down the interviewer encourages the test-taker to relax with some easy questions, sets the t-ts mind at ease, and provides information about when and where to obtain the results of the interview. This part is not scored.
• Content specifications (p. 169)
• Sample questions (p. 169-170)
• How are you?/Whats your name?/What country are you from?/Let me tell your about this interview.
• 2. Level check
• How long have you been in this city?/tell me about your family./What is your major?/How long have you been working at your degree?/What are your hobbies or interests?/Why do you like your hobby?
• What is your favorite food?/Tell me about your exciting experience youve had.
• What are your goals for learning English in this program?/Describe your academic field to me. What do you like or dislike about it?/Describe someone you greatly respect, and tell me why you respect that person./If you were president, prime minister of your country, what would you like to change about your country?
• 4. Wind-down
• Did you feel okay about this interview?/Youll get your results from this interview next week./Do you have any question to ask?/It was interesting to talk with you. Best wishes.
• Clear administrative procedures (practicality)
• Focusing the questions and probes on the purpose of the assessment (validity)
• Biased for best performance
• Creating a consistent, workable scoring system (reliability)
• Descriptions of the Oral Proficiency Scoring Categories (p. 172-173)
• It is a popular pedagogical activity in communicative language-teaching classes.
• The test administrator must determine the assessment objectives of the role play, then devise a scoring technique that pinpoints those objectives.
• Examples Pretend that youre a tourist asking me for directions, You are buying a necklace from me in a flea market, and want a lower price.
• As informal techniques to assess learners, D C offer a level of authenticity and spontaneity that other assessment techniques may not provide.
• (clarifying, questioning, paraphrasing, intonation patterns, body language, eye contact, and other sociolinguistic factors)
• Oral Proficiency Interview (OPI) guidelines (p. 177)
• Extensive speaking tasks are frequently variations on monologues, usually with minimal verbal interaction.
• Oral Presentations
• Examples presenting a report, a paper, a marketing plan, a sales idea, a design of a new product, or a method.
• Rules for effective assessment (a) specify the criterion, (b) set appropriate tasks, (c)
• Elicit optimal output, and (d) establish practical, reliable scoring procedures.
• Oral presentation checklist
• 3 excellent 2 good 1 fair 0 poor
• The purpose or objective of the presentation was accomplished.
• The introduction was lively and got my attention.
• The main idea or point was clearly stated toward the beginning.
• The supporting points were clearly expressed and supported well by facts and argument.
• The conclusion restated the main idea or purpose.
• The speaker used gestures and body language well.
• The speaker maintained eye contact with the audience.
• The speakers language was natural and fluent.
• The volume of speech was appropriate.
• The rate of speech was appropriate.
• The pronunciation was clear and comprehensible.
• The grammar was correct and didnt prevent understanding.
• Used visual aids, handouts, etc., effectively.
• Showed enthusiasm and interest.
• Responded to audience questions well.
• At this level, a picture/a series of pictures is used as a stimulus for a longer story or description.
• The objective of eliciting narrative discourse needs to be clear. (p. 181) (Tell use the P. tense)
• For example, are you testing for oral vocabulary, (girl, telephone, wet) for time relatives (before, after, when), for sentence connectors (then, so), for past tense of irregular verbs (woke, drank, rang), or for fluency in general?
• Criteria for scoring need to be clear.
• Test-takers hear /read a story or news event that they are asked to retell.
• It differs from the paraphrasing task discussed above in that it is a longer stretch of discourse and a different genre.
• Longer texts are presented for the test-taker to read in the native language and then translate into English.
• Texts vary in forms dialogue, directions, play, movie, etc.
• Advantages the control of the content, vocabulary, the grammatical and discourse features.
• Disadvantages a highly specialized skill is needed.

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