This document discusses principles of assessing oral language proficiency through speaking tests. It provides guidance on designing rubrics and checklists to evaluate students' speaking skills in interviews, retellings, and explanations of processes. Sample rubrics are included for assessing fluency, pronunciation, vocabulary and other elements in a retelling test. The document emphasizes testing what was taught, using criterion-referenced evaluations, and giving students feedback to improve.

1. Assessing Oral Language
Proficiency in our students
Learning about
speaking tests
More resources

2. The Lighter Side….

3. What’s on tap?
 What are the principles of good test
design?
 Practice making test rubrics and
assessing.
 Learn how to deliver and design a
“retelling” speaking test AND a level
placement test.

4. What do you believe….?
We give tests so that ……………………..
Tests provide teachers with ……………………..
When testing in my class, I usually ……………………..
Tests help students ……………………..
A good speaking test should ……………………..
All tests must ……………………..
My opinion on tests is ……………………..
An example of one kind of test is ……………………..

5. The Alphabet Soup of Assessment

6. Background: The Purpose of Tests
Andrew Finch, Kyungpook Nat. Univ. of Education , Daegu, S. Korea
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7. Basics 1 – Making a rubric
What is a rubric?
"a scoring tool that lists the criteria for a
piece of work or 'what counts.' "
-- Heidi Goodrich

8. Complete the Following…..
The purpose of testing is….
Tests can easily become ….
Classroom based tests
should ………
Also, they should ……….

9. Complete the Following…..
The purpose of testing is….
To give information to the
students and teachers (also
parents!)

10. Complete the Following…..
Tests can easily become ….
Normative and Comparative.
(but should be Criterion based
and about what the student
CAN do)

11. Complete the following
Classroom based tests should
………
- Non – threatening
environment
- Focus on “real situations”
and the process of learning.

12. Complete the Following…..
Also, they should ……….
Provide big picture.
Emphasize thinking skills and
collaboration.
provide information and be
about the learning.

13. THE GOLDEN RULE!
Test what the student
CAN do
NOT
What the student can’t!

14. Listening skills / Comp.
Vocabulary
Fluency
Grammar
Successful
Students
Pronunciation
What does speaking consist of?

15. Fill in the rubric with descriptors
Fluency
Pronunciation
Effort
Vocabulary
Limited
Parts clear Mostly clear Very clearunclear
some good Well
Developed
limited adequate sound extensive
poor fair Good excellent

16. Assessing through an Interview
 Students know the questions
and have practiced.
 Design the rubric.
 Select 4 questions to ask a
student.
 Score the student based on their
response.

17. Oral Assessment using retelling
Retelling is a powerful way to fully assess
a student’s ability to produce language. It
shows with validity that a student
understands the language used and most
importantly, can use it.
______________________________________
1. List the main ideas of the story.
2. Design a rubric or storytelling checklist.
3. Ask the student(s) to retell the story.
4. Check all ideas that the student
successfully retells/relates.
5. Total the score.

18. Checklist
Major Ideas: Heungbu / Nolbu 1 2 3
Two brothers, one poor , one rich.
Heungbu asks for food. Nolbu refuses.
A swallow comes. Heungbu helps.
Gets a seed.
3 gourds grow. Treasure comes out.
Nolbu is jealous. Does the same.
Monsters come out.
Heungbu helps Nolbu. Nolbu changes.
They live happily.
Score

19. Oral Assessment using
“sequencing” – HOW TO…….
Explaining “how to” do something is an
excellent way to assess student speaking
ability.
________________________________
1. List the main steps. Teach / practice.
2. Design a checklist.
3. Ask the student(s) to explain “how to...”
4. Check all steps that the student
successfully retells/relates.
5. Total the score.

20. Checklist
Steps: How to make a P&J sandwich 1 2 3
Get two slices of bread.
Put peanut butter on one.
Put jelly on top of the peanut butter.
Cut the sandwich in half.
Eat the sandwich!

21. Beware of “narrow” testing

22. Be Careful!
 Assure all students understand the
criteria of assessment (the rubric)
 Did you teach enough, the required
content?
Check for “Silent Period”
Provide a proper
environment / warm up.
Test what you taught!
Give students specific
feedback
 allow for a retake. Praise!
Flood & Lapp, 1992
Pre Test
During Testing
After Testing

23. Placement Testing
A great Picture
Questions in
increasing difficulty
Vocabulary Rank
Key Vocabulary
Character 1: Character 2:

24. Websites to help test speaking
Teacher Evaluation

25. ddeubel@gmail.com
http://eflclassroom.ning.com
“one teaches, two learn.”