The document discusses various assessment activities that can be used to evaluate students' oral language skills. It recommends selecting activities based on students' proficiency levels and that activities should be instructional, communicative, and challenge students appropriately. Some suggested assessment activities include picture descriptions, role plays, story retellings, improvisations, oral reports, debates, and evaluations of students' use of courtesy formulas, asking/providing information, and describing events. Criteria for effective oral assessments include content validity, task validity, authenticity, and transferability of skills to real-world language use.

1. ORAL ASSESSMENT
To enable students to
communicate effectively

2. SELECTING ASSESSMENT
ACTIVITIES
• Instructional activities – nature of language
• Ability to communicate meaning
• Easy activities “frustration”
• Challenge on proficiency level
• Level – purpose – usage of the language
• Static: describing a picture – giving direction
• Dynamic: telling a story – role plays
• Abstract : giving an opinion
• Format (individual, per group)
• Emerging students in authentic oral activities
(assessment)

3. CRITERIA ADAPTED FROM
RICHARD 1983
• Content validity: measuring listening
comprehension or speaking
• Task validity : assessing listening
comprehension or speaking
• Purposefulness-transferability:
authentic real life purpose.
• Authenticity: measure spoken
language

4. ORAL INTERVIEWS
• Individual – pairs
• Classroom setting
• Provoke language functions: “describing,
giving information, opinion”.
• Underhill suggestion; “performance tasks to
check in oral interview”
Can the learner…
 Use courtesy formulas?
 Ask simple information?
 Describe a series of past events?
 Produce a smooth stream of speech?

5. PICTURE-CUED
DESCRIPTION OR STORIES
• Age, interest, appropriate, color or black and
white.
• Communicative Stress: pictures which tell
stories.
• Organization
• Variety of pictures

6. RADIO BROADCAST
• Authentic context
• Useful (Individual, group or whole group)
• Listening for specific
information, description, direction and
summarizing
• Songs
• Authentic language

7. VIDEO CLIPS
• Motivation
• Minimal preparation
• No levels
• Sometimes authentic language

8. STORY-TEXT RETELLING
• Simultaneously assessment skill(listening-
speaking)
• Appropriated individually
• Describing ,giving information and
summarizing
• Adapting story (students)

9. IMPROVISATION-ROLE-PLAYS-
SIMULATIONS
• Authentic activities (interactive content)
• Real-life conversation: repetition, interruption.
• Reduce anxiety-increase motivation and
enhance language acquisition
• Improvisation: generating language
• Role plays: it´s more instructional
• Simulation: being involved in different roles

10. ORAL REPORTS
• Real life listening comprehension
• Public speaking skill-asking questions
• Require preparation-all level of proficiency

11. DEBATES
• Type of role play
• To defend position
• Intermediate and advanced
• Extensive preparation for learners
• Language functions:
describing, explaining, giving and asking for
information, persuading agreeing and
disagreeing.
• idea about debate

12. • Thanks a lot
• Luis eduardo silva almario
• Marcial leonardo valbuena
• Diego alejandro moreno