The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.

1. ASSESSING SPEAKING
Let’s talk and share

2. What’s in it for you?
1. What is Speaking?
2. How speaking be simplified?
3. How to decide activity for speaking assessment?
4. How to make rubric sheets and fill them?
……….we know that if the assessments are not well
designed, implemented may in fact contribute to
alienating learners and teachers from education
system and in result produce inequality in education.

3. WHAT IS SPEAKING?

4. Why assess speaking?
For students: to help them know the aims of learning,
The indicators or criterias help them evaluate the progress
For teachers: to understand the student’s strengths and weaknesses,
to improve classroom instructions, to target further teaching
For parents: to make them aware of the learning goals,their ward’s progress, to
decide the priorities for further learning

5. Speaking….
What does it involve?
Micro factors: sounds and words, chunks, word classes, stress, reduced
forms, fluency,etc.
Macro factors: language functions, style, register, imply meaning, express etc.
1) Pronunciation
2) Vocabulary
3) Accuracy
4) Fluency
5) Non verbal indicators
6) Communication

6. Let’s start with planning …..
Assessing Speaking
1.CHOOSE : Learning outcome/ purpose
2.DESIGN: Test/ activity
3.DESIGN: Rubric sheet
4.ENVIRONMENT
5.NEXT?

7. And what do you think,
1.The purpose or LOs could be………….
2.The assessment test or activities could be…….
3. Creating a healthy test environment……
4.The rubric sheet looks like….” What will quality work look like?”

8. PRONUNCIATION
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor 1
Clear
Proper intonation
Word stress
Sentence stress
Intelligibility
Assimilation and
contraction in
suitable places

9. VOCABULARY
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor 1
Vocabulary
comprehension
Understands
vocabulary
accurately while
producing
Understands the
vocabulary mostly
While producing
Poor
understanding of
the vocabulary
while producing
No understanding
of vocabulary
producing
Vocabulary
production
Highly matches
the intended
meaning
Using specific
vocabulary
Appropriate word
choice
Using vocabulary
in context

10. ACCURACY
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor 1
Word order All correct
Grammatical
structure
All correct
Range of
grammar used eg
tense, auxiliary
verbs, pronoun
etc
Wide range

11. FLUENCY
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor 1
Level of comfort 3 3
No. of pauses 2
Speed of talking
Hesitation
before/ while
speaking

12. NON VERBAL INDICATORS
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor
1
Eye contact
Body posture
Facial
expressions

13. COMMUNICATION
CRITERIA HIGH or 4 LOW or 3 POOR or 2 NOT AT ALLor 1
Initiator
Ability to
communicate
with others

14. Do it with our previous example
1.LO: Std4: speaks briefly on familiar issues and experiences of day -to -day life
2.Design test / activity: Simple:- Few Personal information/ response question,
3.Think about the test environment
Use an audio for speaking assessment
4.Prepare speaking assessment rubric sheet
1) Pronunciation
2) Vocabulary
3) Accuracy
4) Fluency
5) Non verbal indicators
6) Communication

15. 5.WHAT NEXT………………………………?
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REMEDIAL PLANNING
03
FEEDBACK AND REPORTING
02
ANALYSIS OF THE RESULT DATA
01
How many students can/ could
achieve the learning outcome/ purpose
How much is the success rate
Interpret the data

16. 1.Think what is your purpose/ LO for assessment
Purpose : a)diagnostic, b) grading the child
LO-Std1: responds orally (in any language)
*PURPOSE- ?
Std2. expresses opinion or ask questions in any language.
Std3: uses meaningful sentences in English, orally or written, uses nouns,
pronouns, adjectives and prepositions in context.
Std4: speaks briefly on familiar issues and experiences of day -to -day life
Std5: uses meaningful grammatically correct sentences to describe or narrateB#slide=i
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17. 2.HOW TO DESIGN THE TEST OR ACTIVITIES ?
➔ Does the test measures what you are trying to measure?
➔ Helping child to give his high quality performance,
➔ *Age and grade appropriate, * Make it more engaging
➔ Time constraints, *Work on instructions * It must be practical or workable
➔ Use the same language which you had used while teaching.
➔ Use simple language SOME EXAMPLES
Describe- a picture, a place, a person, an action
Compare- real objects, pictures, concepts
Storytelling- based on single /series of pictures, retelling a story, own story
Personal information, interview, discussion,conversation etc
. Read aloud
.Repeat after me
.Sentence completion

18. 3.Some concerns about test environment
One must think about
➔ Space available
➔ Time per student for student as well as observer to
➔ Sitting arrangements
➔ Mode of test:- individual/ group, live/ recorded
➔ Role of observer:- active or silent observer

19. THANK YOU ALL
UBUNTU
Take care, stay healthy and safe