Speaking Task
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Speaking Task Document Transcript

  • 1. Speaking Task Diego Ulloa Iglesias.Assessment in English Communicative Competence (EVA0602-1) Mrs. Roxanna Correa Pérez June 7th, 2012.
  • 2. Outline 1. Test specifications ………………………………………………………………………………… 2 2. Speaking task ……………………………………………………………………………………….. 5 3. Pictures ………………………………………………………………………………………………… 6 4. Goal Orientation …………………………………………………………………………………… 8 5. Rubrics …………………………………………………………………………………………………. 9 6. Piloting …………………………………………………………………………………………………. 10 7. Improvements ………………………………………………………………………………………. 12 8. Appendix (Results) ……………………………………………………………………………….. 13 1
  • 3. 1. Test specifications Students speaking ability Test’s purpose Description of the Both students (X and Z) are in 4th grade high school (public school) examinees Test level Intermediate This oral test is divided into two sections. In the first section the performance is individual where each student (XNumber of sections and Z) has to compare and contrast two pictures and in the second section / papers both students (X and Z together) have to come to an agreement. In the first section every single student (X and Z) has 20 seconds to look at the photographs and then 1:30 minutes to compare and contrast them. Time for each In the second section both students (X and Z together) should come to an section / paper agreement that should take no more than two minutes.Weighting for each A total of 40 points; every single section contains 20 points. section / paper SWBAT compare and contrast some photographs by using the vocabulary Target language acquired in previous lessons such as: on the other hand, as well as, while, situation unlike, too, etc. Photographs about different types of job. Text – types Four photographs. Text lengthLanguage skill to be Oral ability. tested 2
  • 4. CommunicationLanguage elements Fluency to be tested Pronunciation The task is divided into two sections. 1st Section: Teacher – Student X: what you have to do first is to look at these two photographs that show two different jobs. Once I’ve finish talking, you have 20 seconds to look at these two photos and think about all the necessary information to complete this first stage of the task and then you have one minute and a half to compare and contrast these two photos by using the vocabulary learned in your previous lessons as much as you can and also those key words that help you to make of this task a good comparison and contrast. Teacher – Student Z: what you have to do first is to look at these two photographs that show two different jobs. Once I’ve finish talking, you have 20 seconds to look at these two photos and think about all the Test tasks necessary information to complete this first stage of the task and then you have one minute and a half to compare and contrast these two photos by using the vocabulary learned in your previous lessons as much as you can and also those key words that help you to make of this task a good comparison and contrast. 2nd Section: Teacher – Both students (X & Z): Finally, you two have to think of and discuss about what the most dangerous job among these four photographs is. You can use personal experience or any other resource that could support your opinions. Both of you have 2 minutes to talk about this and come to an agreement; remember that if there is no final agreement in your discussion you two will be assessed with fewer points. 3
  • 5. Students speak individually in the first part, about two different photos. Students speak together in the second part about four photos and a finalTest methods agreement is compulsory required. 4
  • 6. 2. Speaking taskTwo photographs about jobs will be shown to both students having 20 minutes to think aboutwhat they will say about those photos. Then they should compare and contrast those photospresented by using the vocabulary learned in previous lessons; this cannot take more than 1:30minutes for students to answer.In a second stage, students will have to discuss and finally come to an agreement in no more thantwo minutes. It will be about the 4 photographs—those two shown to the first student and theother two presented to the other student, where they will discuss about which of them the mostdangerous job is by giving opinions based on the vocabulary acquired in previous lessons.Both students will be assessed with the same criteria but individually. 5
  • 7. 3. Pictures (Student X) 6
  • 8. (Student Z) 7
  • 9. 4. Goal Orientation4.1 Oral test (1st part) Guided Task orientation Comparing and contrasting two different photographs showed by the test-taker. Interactional Non – interactional (individual performance) relationship Goal orientation There is no goal orientation (individual performance) High Interlocutor status Both students know the test-taker and both of them know each other too. High Familiarity Both students know each other. Topics Two photographs about different jobs.4.2 Oral test (2nd part) Guided Task orientation Coming to an agreement based on the photographs showed by the test- taker. Interactional Interaction by coming to an agreement in pairs. relationship Goal orientation There is goal orientation through an agreement. High Interlocutor status Both students know the test-taker and both of them know each other too. High Familiarity Both students know each other Topics 4 different types of dangerous jobs. 8
  • 10. 5. Rubrics 9
  • 11. 6. PilotingThe task was accomplished by two students from 4th grade secondary school. It was takenin an open space but noise was not an issue there. These students were almost at thesame level of English because of the quality of their answers and the vocabulary usedwhen being assessed.Concentrating on the first part of the task, student X and Z produced English language butsome issues were present there. Fluency was the most noticeable one and this could besupported by a sort of attack of nerves when trying to begin comparing and contrastingthe photos and also by the lack of vocabulary according to the topic; for instance, studentZ could not explain the second job (building contractor) at first, but he reflected on thatfor a moment and then tried to explain with other words that he was a kind of engineer.Student X, on the other hand, was kind of relaxed but reacted by defining what the jobswere about separately without comparing and contrasting at first, but at the end of thefirst part of the task he started to introduce some connectors such as “like” and “while”.Both students X and Z accomplished the first part of the task in the due time.As far as the second part is concerned, both students used an appropriate vocabularymost of the time by using some connectors that reflect knowledge about comparison andcontrast, but the lack of vocabulary interfered as an issue here again. The final goal in thispart of the task was mainly that both students would come to an agreement on what themost dangerous job was, but the test-taker had to remind them—after the due time forthe second part of the task, that they should finish by coming to an agreement so it wasaccomplished in 10 minutes extra out of the due time.To sum up, the task was appropriate for both students X and Z in terms of vocabularyneeded according to the topic that they should know about because “dangerous jobs” isone of the topics that belong to the first semester of a fourth-grade student at that 10
  • 12. particular school. On the other hand, it is probable that the lack of use of connectors tocompare and contrast the photos showed was because they were never taught those butsurely because they had never been assessed in that way: two students in front ofphotographs where they have to compare and contrast them and even less come to anagreement with a classmate because the only way they had been tested orally was byshort interactions previously planned such as dialogues, or short oral presentations suchas singing a song. 11
  • 13. 7. ImprovementsBased on the performance of both students X&Z and the test-taker, the improvements arethe following. First, both students’ performances were good considering the type ofschool where they are studying at and the level of English test-taker expected from them.After accomplishing the oral test both students and test-taker discussed about the resultsof the performance and, taking students’ viewpoints about their results it is worth to saythat they did a good work considering that they had never been in that situation becausetheir only types of oral tests were short dialogues, dissertations about famous people andsome pieces of songs they had to perform in front of the class. Other thing that is worth tosay is that the vocabulary they have is mainly got from English songs they usually listen tocombined with that learned in class.Secondly, based on the test-taker performance, students pointed out that, in the last partof the task, the photographs should have been shown the four at once. This is a point lessfor the test-taker because he should foresee that issue, and make a presentation in whichall the four photos were clearly seen by the students instead of showing them separately.They also pointed out that the test applied was good in terms of preparation andcoherence with what they should know (vocabulary), but not in terms of context: bothstudents pointed out that that type of English test could not be accomplished successfullyin any Chilean public school because they are not prepared to do it due to the formatwhere oral skills are not that important as grammar. 12
  • 14. 8. Appendix 13
  • 15. Name: ………………………………………………… Total Score: ………………………………………...Rubric for the 2nd part of the task Unacceptable Poor Good Excellent (1) (2) (3) (4) The student has a clear lack of The student shows little ability to The student shows ability to interact The student shows great ability to clarity in the message given, so interact and communicate the with his classmate with little interact with his classmate with he makes the interaction and message, so it causes some problems problems to communicate the clarity so the message given is Communication agreement difficult to be to agree with his classmate in the message, although the agreement understood. The final agreement accomplished. end. could be accomplished in the end. could be accomplished with no difficulty. The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message connectors, so the message is but he shows little knowledge about the time. coherent and show clear not clear most of the time. comparison and contrast. knowledge about comparison and contrast. Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the Fluency his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear connected at all clear connection. most of the time. the message given. There is a clear problem with L1 Problems with pronunciation are The message can be understood L1 does not interference in the interference in the foreign clearly present so the message though some little problem with L1 foreign language, so the student Pronunciation language, so the message cannot be understood most of the interference in the foreign language. expresses his ideas with no cannot be understood. time. problem of pronunciation.Observations:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
  • 16. Name: ………………………………………………… Total Score: ………………………………………...Rubric for the 1st part of the task Unacceptable Poor Good Excellent (1) (2) (3) (4) The performance of the There is a sort of connection among The student’s performance of The whole performance of student of comparing and his ideas but it is hard to understand comparing and contrasting is comparing and contrasting is Communication contrasting lack of coherent the message most of the time understood by connecting his ideas clearly understood by connecting connection, so the message is because the connectors are not with some appropriate connectors his ideas with appropriate clearly not understood. appropriate. most of the time. connectors. The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message connectors, so the message is but he shows little knowledge about the time. coherent and show clear not clear most of the time. comparison and contrast. knowledge about comparison and contrast. Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the Fluency his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear connected at all clear connection. most of the time. the message given.Observations:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………