Assessment: what teachers know and what they want to know Siân Morgan and Jane Lloyd Cambridge Assessment English
Understanding speaking assessment: what every teacher should know Presented by: Dr Evelina Galaczi & Dr Nahal Khabbazbashi Duration: 1 hour Focus: Key questions and practical tips Number of participants: 2201 Number of countries: 107 Top 10 countries represented: Italy, the Russian Federation, Spain, Ukraine, Argentina, Romania, Greece, UK, Mexico and Poland Number of chat posts: 117 other placeholders you don’t need.
Your task today Teacher trainers: How can this inform teacher Assessment Literacy course content? Managers: Is this relevant for institutional decisions about test administration and assessment practice? Test providers: What implications are there for assessment providers? Teachers: What implications are there for training and best practice in your team?
Questions about construct
Construct 1: Discourse competence and language competence • What if language is ok but the ideas are incoherent? • What if the girl start talking about sports as another free time activity and her language is flawless?
Construct 2: Grammar and communicative competence • What's the exact weight of grammar in evaluating spoken interaction? What about successful communication? ! • In assessing speaking, what matters more: accuracy or fluency ?
Construct 3: Vocabulary and body language • What does it mean to have a wide range of vocabulary? Is it about using less common words? • Is body language important, for example for CAE exams?
Construct 4: Pronunciation and Fluency • To what extent should we be obsessed with the students' pronunciation? • How can pronunciation influence assessment? Should it be really taken into account? • What's the role of ELF in speaking tests? • How will you rate fluency in assessment?!
Principles of Testing
Principles of Testing VALIDITY • How authentic is a speaking task if examiners take up the role of an elicitator (issue of objectivity) FAIRNESS • What if a student is faced with a topic he/she is not familiar with and is unable to provide a solid answer yet students English is very advanced ? • How can we use speaking assessment for bilingual students?
Principles of Testing IMPACT TRANSPARENCY How to avoid the teaching to test Is it permitted to show analytics to approach? students we are training? I think they should be aware of them.
Procedures and practicalities • Do you have any advice about pairing students of the same level? Its not always possible • How to cope with shyness when we test pair work? • Is compare and contrast photos too boring for adult students at the age of 50?
Procedures and practicalities RELIABILITY • Is it a good idea to have them prepare topics in advance? • Is prompting valid during speaking assessment ? • How can I assess speaking performance being the interlocutor and the examiner at the same time ???
Interpreting and applying the mark scale
Interpreting and applying the mark scale • When we give them prompting do they lose some point? • Should I use rubrics or checklist when I assess speaking to little children? • Do we compare them or score by their ability? • What is the way to evaluate speaking when students are just beginners ?
Interpreting and applying the mark scale • How do you use analytic scales effectively when you are not testing in formal moments? • How can you be consistent in giving scores? It is still difficult to apply rubrics consistently • Are there any scales with different weight for each criteria?
Feedback 1 • What not to do as an examiner when giving feedback to students regarding their speaking skill? • Should we interrupt students in speaking tasks to correct them ? • Is prompting valid during speaking tests ? • If the grammar mistake belongs to a much lower level, should the student be "punished”?
Feedback 2 • How do you address a students difficulty being dome over and over again? • How can you get rid of expressing like " " dah..." which support students discourse • How can we help the students who already have good speaking abilities to improve and see improvement in speaking? • How can they asses one another?
Requests for resources • What activities could help students to improve the speaking ability changing what has already fossilize? • Do you have any specific resource suggestions for EAP context? Especially in terms of task design and rubric development. • Is there any universal/universal-like grading rubric? or where can we find rubrics for different speaking assessments?!
What teachers know “the capacity to ask and answer critical questions about the purpose for assessment, about the fitness of the tool being used, about testing conditions, And about what is going to happen on the basis of the results.” (Inbar-lourie, 2008, 389)
Your task today Teacher trainers: How can this inform teacher Assessment Literacy course content? Managers: Is this relevant for institutional decisions about test administration and assessment practice? Test providers: What implications are there for assessment providers? Teachers: What implications are there for training and best practice in your team?
Assessment: what teachers know and what they want to know If there is anything you want to know….. Siân Morgan and Jane Lloyd Cambridge Assessment English Morgan.S@cambridgeenglish.org Lloyd.J@cambridgeenglish.org
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