Del campo and quezada third assignament(1)

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Del campo and quezada third assignament(1)

  1. 1. Universidad Católica de la Santísima Concepción Facultad de Educación Departamento de Lenguas Language Assessment UNIT THREE Speaking Test (Language Assessment) Dannae Del Campo and Gabriela Quezada Professor Roxana C. Correa Concepción, 2014
  2. 2. Speaking Task 1) Discuss these photographs with a partner and get to an agreement of which place is better to go on a holiday with your family. 2) Describeone photograph:  Student A: What are the advantages and disadvantages of going to the first place?  Student B: What are the advantages and disadvantages of going to the second place? Adapted from: (Capel and Sharp, Objective First Certificate, 2005, p.20) Luoma’s Specifications (2004)  The test purpose: The test aims to assess students’ oral abilities when describing and coming to an agreement.  Description of the examinees: Two students from second year of English pedagogy at UCSC.  Test level: Intermediate.  Definition of construct: Communicative approach.  Description of suitable language course or textbook: Taking from the objective first certificate because it is coherent with the level of the examinees.  Number of sections/papers: Two sections.  Time for each section/paper: First section: 2-3 minutes, second section: 1-2 minutes each student.  Weighting for each section/paper: The first section has 32 points and the second section has 28 points. The task has a total of 60 points.  Target language situation:In the first picture students have to get to an agreement to which place is better for going on a holiday. Therefore, they
  3. 3. will use superlatives and adjectives including vocabulary related to places. In the second task they have to describe the advantages and disadvantages of one place. For this, they will use adjectives and vocabulary related to places.  Text types: Images  Text length: Two images for each pair of students.  Language skills to be tested: Speaking  Language elements to be tested: Section 1(content task oriented, pronunciation, use of vocabulary, fluency, organization of ideas, turn taking and attitude), section 2 (content task oriented,pronunciation, use of vocabulary, fluency, organization of ideas).  Test tasks: In the first section students have to describe the photographs with a partner and get to an agreement of which place is better to go on a holiday with your family. In the second task each student has to give the advantages and disadvantages of going to the first place (Student A) and the second place (Student B).  Test methods: Students will be assessed in pairs on the first task while they look to pictures and get to an agreement of which place is better to go. In the second task, they will be assessed separately while each of them look at one picture and gives the advantages and disadvantages of going to that place.  Rubrics: See page 4 and 5  Criteria for making: See page 4 and 5  Description of typical performance at each level: See page 4 and 5  Description of what candidates at each level can do in the real world: See page 4 and 5  Sample papers: See page 4 and 5  Samples of students’ performance on task: See page 7, 8, 9 and 10. Fulcher’s specification Specification Task 1 Task 2 Taskorientation Guided Guided Interactionalrelationship Interactional (two-ways) Non-interactional Interlocutor status Balanced Balanced Goalorientation Thereis Thereis Familiarity High Balanced Topics Getting in an agreement with someone else about going to a place on a holiday Comparing and describing images (Places)
  4. 4. Speaking Test Rubric: Section 1 Total Score ____/ 32 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT: 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error-free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns according to the situation. The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the situation. The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of collocations, adjectives. Grammatical structures are always used correctly and accurately. The student uses a fairly wide range of vocabulary and expressions, but makes some errors in word choice. Most of the grammatical structures are used accurate, The student uses a limited range of vocabulary and expressions. Most grammatical structures are basic for the level and used inaccurately. The range of vocabulary is basic. Grammatical structures are also basic with frequent errors. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the student uses several fillers. The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class. Too many types of filler are used. The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too low or too slow. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Turn taking and attitude Speaker is eager to speak yet he/she lets the other speaker develop his ideas as well. Interaction flows smoothly. The use of attention-getting devices is appropriate and both speakers are willing to listen to the other speaker’s ideas to make the conversation Speakers are able to make the communication flow and sometimes they overlap the other speaker’s turn to speak. Their attitude towards the situation is good: both are willing to interact with each other. Speaker overlaps the other making the interaction difficult to follow and his/her attitude towards the situation is slightly confusing. Speaker shows little respect for the other speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak. Bothspeakers are clearlyuncomfortableduring theinteraction.
  5. 5. coherent. Speaking Test Rubric: Section 2 Total Score: _____/ 28 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT: 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error- free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns according to the situation. The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the situation. The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of collocations, adjectives. Grammatical structures are always used correctly and accurately. The student uses a fairly wide range of vocabulary andexpressions, but makes some errors in word choice. Most of the grammatical structures are used accurate, The student uses a limited range of vocabulary and expressions. Most grammatical structures are basic for the level and used inaccurately. The range of vocabulary is basic. Grammatical structures are also basic with frequent errors. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class.Too many The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too low or too slow.
  6. 6. student uses several fillers. types of filler are used. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Test pilot During the pilot two third year students from English Pedagogy were assessed. Their level is intermediate and they are working during classes with the First Certificate Cambridge. After piloting, we noticed that in section two, the question did not specify the number of advantages and disadvantages the students had to mention. The students asked how many reasons they needed to answer to have the total score of the task. Therefore, it was needed to clarify the question by asking them to give specifically two advantages and two disadvantages. Regarding to the time for each section, we realized that both students answer the questions during the estimated time. Although, one of the students spoke more than the other, both students accomplished what was expected. In terms of images, the students did not present any problem at the moment of describing and comparing them. Therefore, we can conclude that the images were suitable for the task and the examinees.
  7. 7. Rubric Piloting Test: Section 1, Student A Total Score 30/32 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT : 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error- free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns according to the situation. The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the situation. The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of collocations, adjectives. Grammatical structures are always used correctly and accurately. The student uses a fairly wide range of vocabulary and expressions, but makes some errors in word choice. Most of the grammatical structures are used accurate, The student uses a limited range of vocabulary and expressions. Most grammatical structures are basic for the level and used inaccurately. The range of vocabulary is basic. Grammatical structures are also basic with frequent errors. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the student uses several fillers. The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class. Too many types of filler are used. The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too
  8. 8. low or too slow. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Turn taking and attitude Speaker is eager to speak yet he/she lets the other speaker develop his ideas as well. Interaction flows smoothly. The use of attention-getting devices is appropriate and both speakers are willing to listen to the other speaker’s ideas to make the conversation coherent. Speakers are able to make the communication flow and sometimes they overlap the other speaker’s turn to speak. Their attitude towards the situation is good: both are willing to interact with each other. Speaker overlaps the other making the interaction difficult to follow and his/her attitude towards the situation is slightly confusing. Speaker shows little respect for the other speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak. Bothspeakers are clearlyuncomfortabledu ringtheinteraction. Rubric Piloting Test: Section 2, Student A Total Score: 26/28 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT: 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error- free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns according to the situation. The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the situation. The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of The student uses a fairly wide range of vocabulary andexpressions, but makes some errors The student uses a limited range of vocabulary and expressions. Most grammatical The range of vocabulary is basic. Grammatical structures are also basic with frequent errors.
  9. 9. collocations, adjectives. Grammatical structures are always used correctly and accurately. in word choice. Most of the grammatical structures are used accurate, structures are basic for the level and used inaccurately. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the student uses several fillers. The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class.Too many types of filler are used. The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too low or too slow. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Rubric Piloting Test: Section 1, Student B Total Score: 30/32 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT : 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error- free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns according to the situation. The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to the situation. The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of collocations, adjectives. The student uses a fairly wide range of vocabulary and expressions, but makes some errors in word choice. Most The student uses a limited range of vocabulary and expressions. Most The range of vocabulary is basic. Grammatical structures are also basic with frequent errors.
  10. 10. Grammatical structures are always used correctly and accurately. of the grammatical structures are used accurate, grammatical structures are basic for the level and used inaccurately. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the student uses several fillers. The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class. Too many types of filler are used. The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too low or too slow. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Turn taking and attitude Speaker is eager to speak yet he/she lets the other speaker develop his ideas as well. Interaction flows smoothly. The use of attention-getting devices is appropriate and both speakers are willing to listen to the other speaker’s ideas to make the conversation coherent. Speakers are able to make the communication flow and sometimes they overlap the other speaker’s turn to speak. Their attitude towards the situation is good: both are willing to interact with each other. Speaker overlaps the other making the interaction difficult to follow and his/her attitude towards the situation is slightly confusing. Speaker shows little respect for the other speaker’s turn to speak; besides, speaker does not even make use of his/her own time to speak. Bothspeakers are clearlyuncomfortabledu ringtheinteraction. Rubric Piloting Test: Section 2, Student B Total Score: 26/28 EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS IMPROVEMENT: 1 Content task oriented The student covers appropriately all the questions related to the topic aiding task completion. The student covers most of the questions related to the topic aiding task completion. The student covers some of the questions related to the topic but is not enough content to meet the requirements of the task. The student refers primarily on irrelevant content. Pronunciation (x2) The Student’s pronunciation is very clear, almost error- free; besides, his/her stress and intonation improves comprehension in the topic. Also, he/she always uses appropriate intonation patterns according to the situation. The student’s pronunciation is generally correct, with occasional errors; besides, his/her pronunciation has a reasonable control of stress and intonation which helps comprehension in the topic. Also, he/she generally uses appropriate intonation patterns The student’s pronunciation is occasionally correct, with frequent errors; besides, his/her stress and intonation are not always clear enough to understand which confuses the listener’s comprehension in the topic. Also, he/she fails to use adequate intonation patterns according to The student’s pronunciation is rarely correct, most utterances contain errors; besides, his/her stress and intonation is often difficult to understand which stops the listener from understanding the topic. Also, he/she fails to use adequate intonation patterns according to the situation.
  11. 11. according to the situation. the situation. Use of Vocabulary The student uses a wide range of vocabulary and expressions. Excellent use of collocations, adjectives. Grammatical structures are always used correctly and accurately. The student uses a fairly wide range of vocabulary andexpressions, but makes some errors in word choice. Most of the grammatical structures are used accurate, The student uses a limited range of vocabulary and expressions. Most grammatical structures are basic for the level and used inaccurately. The range of vocabulary is basic. Grammatical structures are also basic with frequent errors. Fluency (x2) The speech runs smoothly without hesitation and use fillers. The student’s voice volume is appropriate. The speech runs with occasional hesitations but it does not interfere with communication. The volume is mostly appropriate and the student uses several fillers. The speech is frequently interrupted by hesitations. The student’s voice volume is not suitable for the class.Too many types of filler are used. The speech is often interrupted by hesitation and fillers which often interfere with communication. The student’s voice volume is either too low or too slow. Organization of ideas The student organizes his/her ideas correctly. The student uses connectors in an appropriate way. The student organizes most of his/her ideas correctly. Frequent use of connectors with some errors. The student organizes a few ideas correctly. There is not enough use of connectors with a few errors. The student does not organize his /her ideas correctly and there is no presence of connectors or they are used incorrectly .Very frequent errors. Speaking Task after Piloting 3) Discuss these photographs with a partner and get to an agreement of which place is better to go on a holiday with your family. 4) Describe one photograph:
  12. 12.  Student A: What are the advantages and disadvantages of going to the first place? Mention two advantages and two disadvantages  Student B: What are the advantages and disadvantages of going to the second place? Mention two advantages and two disadvantages. Adapted from: (Capel and Sharp, Objective First Certificate, 2005, p.20) References Capel, A., & Sharp, W. (2005). Objective First Certificate. Cambridge Univertsity Press, United Kingdom. Fulcher, G. (n.d.) Examples of Task Types. Retrieved on May, Thursday 28th, 2014 from http://languagetesting.info Luoma, S. (2004).Assessing Speaking. Cambridge University Press, United Kingdome.

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