Presentation on the assessment of oral abilities based on Hughes' chapter. In Hughes, A. (2002). Testing oral ability. In Testing for Language Teachers (Cambridge Language Teaching Library, pp. 113-135). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511732980.011

1. Testing
Oral
Ability
Ana and Thu
M1617 - Assessment and FL Teaching According to the CEFR

2. Contents
1. Setting representative samples of content to be assessed
2. Eliciting valid behavior that represents the candidate’s real abilities
3. Ensuring valid and reliable scoring
4. Conclusion

3. Problem 1: Representability

4. Representability
Specify all possible content
Cambridge CCSE
Test of Oral Interaction
Set 1: Operations

5. Representability
Cambridge CCSE
Test of Oral Interaction
Set 2: Skills

6. Representability
Cambridge CCSE Test of Oral Interaction
Set 2: Skills

7. Representability
Breaking down into categories allows for more details in the
content specifications, which will lead to a better planning of
the tasks.
The more detail, the more valid the test.

8. Representability
From a great variety of tasks two disadvantages arise:
● If not extremely restricted, responses are unpredictable.
● The interlocutor can affect the result.
These considerations call for:
● Well-trained and aware interviewers.
● Aim to elicit specific, representative tasks of what needs to
be assessed.

9. Problem 2: Eliciting valid behavior

10. Eliciting valid behavior
3 general formats:
● Interviews
● Interaction with other candidates
● Responses to audio or video recordings

11. Eliciting valid behavior
Format 1: Interviews
Most common format.
Advantages
Direct response
Specify
Disadvantages
Interviewer as superior
Many functions are lost

12. Eliciting valid behavior
Format 1: Interviews
Questions and requests
for information
Pictures Interpreting
Prepared
monologues
Reading aloud

13. Eliciting valid behavior
Format 2: Interaction with other candidates
Advantages
Exchanges between
equals
More confidence
Disadvantages
Dominant candidates

14. Eliciting valid behavior
Format 2: Interaction with other candidates
Considerations:
● Matching pairs.
● Small number of candidates at once, no more
than 2.

15. Eliciting valid behavior
Format 2: Interaction with other candidates
Discussions Role play

16. Eliciting valid behavior
Format 3: Responses to audio or video recordings
Advantages
Economical
Many tests at the
same time
Promotes reliability
Disadvantages
Inflexible
No follow-up moves
Functions lost

17. Eliciting valid behavior
Format 3: Responses to audio or video recordings
Described
situations
“You are walking through
town one day and you
meet two friends who you
were sure had gone to live
in the USA. What do you
say?”
Remarks in
isolation to
respond to
“There’s a good filmon TV
tonight”
Simulated
conversation
Candidates receive
previous information and
participate in a dialogue.

18. Plan and Structure the Test
1. Feasibility. Ideally 30 minutes, while placement test may need 5 -10
minutes.
2. Have a pattern/ format.
3. Give candidate some “fresh starts”: more possible format/ interact with
more tester/ have separate items in 1 format.
4. Have a second tester for more attention and a more reliable judgement.
5. Set expected tasks and topics.
6. Use a quiet room.
7. Create a stress-free environment with verbal and non-verbal signs.
8. Collect relevant information according to the purpose of the test.
9. Do not talk too much.

19. Plan and Structure the Test
10. Select and train interviewers: sympathetic, flexible, good command of
language… A possible training programme:
Stage 1. Background and Overview.
Stage 2. Assigning candidates to levels.
Stage 3. Conducting interviews.
Stage 4. Assessment.
In your last test, which points were covered?

20. Problem 3: Ensure valid and reliable scoring

21. Ensure valid and reliable scoring
Certificate in
Communication Skills
in English (CCSE) -
Level 3:
● ACCURACY
● APPROPRIACY
● RANGE
● FLEXIBILITY
● SIZE
Interagency Language
Roundtable (ILR) Scale -
Speaking 3:
● Structural accuracy
and vocabulary.
● Discourse is cohesive.
● Rate of speech.
● Cultural reference,
idiom…
● Pronunciation.
● Stress and intonation.
American Foreign
Service Institute
(FSI) scale:
● Accent
● Grammar
● Vocabulary
● Fluency
● Comprehension

22. FSI

23. Ensure valid and reliable scoring
Advice on creating a rating scale:
● Calibrate the scale to be used, use recording.
● Train scorer.
● Follow acceptable scoring procedures, ignore personal
qualities.

24. Conclusion
The content, rating scale levels and elicitation techniques all
depend on the need of individual institutions or organizations.

25. Thank you for your attention!

26. References
Hughes, A. (2002). Testing oral ability. In Testing for Language
Teachers (Cambridge Language Teaching Library, pp. 113-
135). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511732980.011