SPM SPEAKING TEST- An Understanding.pptx

SPEAKING
(1119/3-The New Format)
Marking Scale - An Understanding
PREPARED BY
SAALENI MURUGIAH

Key points to focus on during
Speaking Examiner training?
Based on what we’ve looked at so far, consider for a
moment what you think are the key aspects you will
need to focus on in the training session before
introducing the examiners to the Speaking test
procedure and marking.

SPM Speaking Test Overview
• The Speaking test is taken by all Form 5 students and constitutes
25% of their overall candidate grade (the other papers, i.e.
Reading and Use of English, Listening and Writing also being
worth 25% each).
• The SPM Speaking test is paired format, i.e. 2 candidates take
the tests together.
• There are two examiners present during the test: the Interlocutor
and the Assessor who mark the test in situ.
• The Speaking test has three sections, all aimed at the A2-C1
CEFR range, with a variety of tasks to elicit different types of
spoken language.
• The duration of the test is approximately 13 minutes.

SPM Speaking test format
Part 3
Discussion task
followed by
decision question
and then further
discussion task
Part 2
Individual long turn
with a listening
candidate
response question
Part 1
Controlled, short,
individual
responses
• The test is ‘staged’ so as to allow for different interaction patterns as it progresses.
• The candidates answer individual everyday questions, and then speak individually
before a paired interactive discussion activity
• The level of interlocutor involvement lessens as the test progresses
• The candidates have more scope to improvise as the test progresses
• The test has been designed to cover both the productive and interactive aspects of
the CEFR.
The underpinning format of the test is designed to put candidates at ease by
starting off with more support from the examiner and then moving on to be
less controlled, i.e.

Part 1 – Example questions
Phase 1
Main questions Back-up prompts
What’s your name? (to both candidates)
Thank you
Where do you live/come from? (to Candidate A)
How do you come to school? (to Candidate B)
Should I call you …?
Do you live in ….?
Do you come to school by…?
Phase 2
Now I’m going to ask you about your daily routine.
Main questions
What do you normally do after you wake up?
What do you usually do after coming back from school?
How do you spend your leisure time?
What do you do on weekends?
Back-up prompts
What is the first thing you do every day?
What do you do when you get home
from school every day?
What do you do when you have free
time?
What do you do on
Friday/Saturday/Sunday?

SPM Speaking Test Format (Part 1)
Part
Task Format Candidate Output
Interaction
Pattern
Input
Discourse
Features
Functions
Part 1
Interview
3-4
minutes
Interlocutor
interviews
candidates
Interlocutor
frame provides
all questions
for
interlocutor.
Responding to
questions
Giving factual
information about self
(bio data)
Talking about present
circumstances
Expressing opinions
Explaining and giving
reasons
Talking about future
plans
Talking about past
experience

Part
Interaction
Pattern
Input Discourse Features Functions
Part 2
Individual
long-turn task
3-4 minutes
An individual
long-turn task
(1 minute) with
a listening
candidate
response
question (20
seconds).
Spoken rubrics.
Written prompts
given in
candidate
booklet.
Sustaining a long
turn.
Managing
discourse:
Coherence/clarity
of message.
Organisation of
ideas.
Accuracy and
appropriacy of
linguistic resources.
Talking about past /
present / future
experience.
reasons.
Expressing and justifying
opinions.
Describing people,
places and situations.

Part
Interaction
Pattern
Input Discourse Features Functions
Part 3
Discussion
task
4-5 minutes
Candidates
discuss a task
based on a
mind-map.
Then they
have a
decision
question to
discuss.
Candidates
are given a
topic with a
central focus
question and
surrounding
ideas to help
them.
Turn-taking and
responding
appropriately.
Negotiating.
Initiating.
Developing topics.
reasons.
Exchanging information
and opinions.
Expressing and justifying
opinions.
Negotiating agreement.
Making and responding
to suggestions.
Discussing alternatives.

The level of the SPM Speaking test
• The Speaking test primarily targets the B1-B2 range of
language proficiency with the highest results reported at C1
• The assessment scales used to rate candidates’ performance
are derived from the guidance provided by the CEFR
• The exam is criterion referenced (i.e. to the CEFR)
• In line with the positive ‘can do’ ethos of the CEFR, the
descriptors aim to describe communicative ability rather than
inability
Explain to the examiners the following key points before we
move on to focus on Speaking in more detail.

Grammatical Accuracy - CEFR and SPM
A2
Uses some simple structures
correctly, but still
systematically makes basic
mistakes – for example tends
to mix up tenses and forget to
mark agreement;
nevertheless, it is usually clear
what he/she is trying to say.
SPM Grammar Band 1
Can show sufficient control of
simple grammatical structures.
SPM Communicative
Competence Band 1
Can make him/herself
understood but may have
pauses and false starts.
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

B1
Uses reasonably accurately a repertoire of
frequently used ‘routines’ and patterns
associated with more predictable
situations.
Communicates with reasonable accuracy
in familiar contexts; generally good
control though with noticeable mother
tongue influence. Errors occur, but it is
clear what he/she is trying to express.
SPM Grammar Band 3
• Can communicate with reasonable
accuracy.
• Can show a good degree of control of
simple grammatical structures and
attempt some complex grammatical
structures.
SPM Communicative Competence
Band 3
• Can express him/herself clearly
though there is some hesitation.
• Can ask for clarification and further
details in order to move a discussion
forward.

B2
Shows a relatively high degree
of grammatical control. Does not
make mistakes which lead to
misunderstanding. Has a good
command of simple language
structures and some complex
grammatical forms, although
he/she tends to use complex
structures rigidly with some
inaccuracy.
SPM Grammar Band 5
• Can communicate with a good degree of
accuracy.
• Can show a good degree of control of a range
of simple and some complex grammatical
structures.
SPM Communicative Competence Band 5
• Can express him/herself with little hesitation.
• Can initiate, maintain, develop and close a
conversation with ease.
• Can relate contributions to his/her partner
and negotiate towards an outcome.

C1
Consistently maintains
a high degree of
grammatical accuracy;
errors are rare and
difficult to spot.
SPM Grammar Band 6
• Consistently maintains a high degree of grammatical
accuracy; errors are rare, difficult to spot and
generally corrected when they do occur.
SPM Communicative Competence Band 6
• Can express him/herself spontaneously with little
obvious searching for expressions.

Speaking and the CEFR
Activity
Look at Handout S1 (SPM Speaking and the
CEFR) on the following slides.
For each pair of CEFR descriptors decide which
level of ability they are describing.
(For Trainers): Make a note of any questions you
have on this activity or anything you want more
information about for the Q and A session.

Handout S1: Range – A2 or B1?
Range – A2 or B1?
Descriptor A
Uses basic sentence patterns with
memorised phrases, groups of a few
words and formulae in order to
communicate limited information in
simple everyday situations.
Descriptor B
Has enough language to get by, with
sufficient vocabulary to express
him/herself with some hesitation
and circumlocutions on topics such as
family, hobbies and interests, work,
travel, and current events.
For each pair of CEFR descriptors decide which level of ability they
are describing.

Handout S1: Range – A2 or B1?
Range – A2 or B1?
Descriptor A
Uses basic sentence patterns with
memorised phrases, groups of a few
words and formulae in order to
communicate limited information in
simple everyday situations.
A2 level
Descriptor B
Has enough language to get by, with
sufficient vocabulary to express
him/herself with some hesitation
and circumlocutions on topics such as
family, hobbies and interests, work,
travel, and current events.
B1 level

Handout S1: Accuracy – B2 or C1?
Accuracy – B2 or C1?
Descriptor A
Consistently maintains a high degree
of grammatical accuracy; errors are
rare, difficult to spot and generally
corrected when they do occur.
Descriptor B
Shows a relatively high degree of
grammatical control. Does not make
errors which cause misunderstanding
and can correct most of his/her
mistakes.

Handout S1: Accuracy – B2 or C1?
Accuracy – B2 or C1?
Descriptor A
Consistently maintains a high degree
of grammatical accuracy; errors are
rare, difficult to spot and generally
corrected when they do occur. (C1)
Descriptor B
Shows a relatively high degree of
grammatical control. Does not make
errors which cause misunderstanding
and can correct most of his/her
mistakes. (B2)

Handout S1: Fluency – B1 or B2?
Fluency – B1 or B2?
Descriptor A
Can keep going comprehensibly,
even though pausing for grammatical
and lexical planning and repair is very
evident, especially in longer stretches
of free production.
Descriptor B
Can produce stretches of language
with a fairly even tempo; although
he/she can be hesitant as he or she
searches for patterns and
expressions, there are few noticeably
long pauses.

Handout S1: Fluency – B1 or B2?
Fluency – B1 or B2?
Descriptor A
Can keep going comprehensibly,
even though pausing for grammatical
and lexical planning and repair is very
evident, especially in longer stretches
of free production. (B1)
Descriptor B
Can produce stretches of language
with a fairly even tempo; although
he/she can be hesitant as he or she
searches for patterns and
expressions, there are few noticeably
long pauses. (B2)

Handout S1: Interaction – A2 or B1?
Interaction – A2 or B1?
Descriptor A
Can initiate, maintain and close
simple face-to-face conversation on
topics that are familiar or of personal
interest. Can repeat back part of
what someone has said to confirm
mutual understanding.
Descriptor B
Can ask and answer questions and
respond to simple statements. Can
indicate when he/she is following but
is rarely able to understand enough
to keep conversation going of his/her
own accord.

Handout S1: Interaction – A2 or B1?
Interaction – A2 or B1?
Descriptor A
Can initiate, maintain and close
simple face-to-face conversation on
topics that are familiar or of personal
interest. Can repeat back part of
what someone has said to confirm
mutual understanding. (B1)
Descriptor B
Can ask and answer questions and
respond to simple statements. Can
indicate when he/she is following but
is rarely able to understand enough
to keep conversation going of his/her
own accord. (A2)

Handout S1: Coherence – B2 or C1?
Coherence – B2 or C1?
Descriptor A
Can use a limited number of cohesive
devices to link his/her utterances
into clear, coherent discourse,
though there may be some
"jumpiness" in a long contribution.
Descriptor B
Can produce clear, smoothly flowing,
well-structured speech, showing
controlled use of organisational
patterns, connectors and cohesive
devices.

Handout S1: Coherence – B2 or C1?
Coherence – B2 or C1?
Descriptor A
Can use a limited number of cohesive
devices to link his/her utterances
into clear, coherent discourse,
though there may be some
"jumpiness" in a long contribution.
(B2)
Descriptor B
Can produce clear, smoothly flowing,
well-structured speech, showing
controlled use of organisational
patterns, connectors and cohesive
devices. (C1)

Speaking Test Procedure
Activity
Look at Handout S2 (Speaking Test Procedure)
on the next slide.
Watch the sample Speaking test and put the steps
for carrying out the test in the correct order (1 – 9).

Handout S2: Speaking test procedure
Here are the steps for carrying out the SPM Speaking test. Watch the
sample test and number them 1 - 9 in the correct order. The first one has
been done for you.
a Candidate B listens and answers a question related to the topic of Candidate A’s talk.
b Candidate A listens and answers a question related to the topic of Candidate B’s talk.
c Candidate A is given a topic to talk about for about a minute. The topic and 4 bullet points with some
ideas to use are in the candidate booklet.
d Interlocutor asks one question to both candidates related to the topic of the discussion.
e Candidates respond to questions about themselves (e.g. their hobbies, their homes or other personal
matters)
f Both candidates have a discussion about a topic and then come to a decision. They should use
language functions appropriately to give suggestions, opinions and elaboration as well as to agree or
disagree politely and negotiate agreement.
g Candidate B talks about a different topic for about a minute, using a different topic in the booklet, also
with 4 bullets with ideas to use.
1 h Interlocutor introduces him/herself and the Assessor.
i Assessor provides marks for three criteria – Grammar, Vocabulary and Communicative Competence
and Interlocutor gives one mark for Overall Spoken Performance.

A sample SPM Speaking test
Focus on Procedure
Video 1: Helmi and Ain
https://www.youtube.com/watch?v=
Sb9sooFZ0d0

Handout S2: Speaking test procedure
Here are the steps for carrying out the SPM Speaking test, numbered in the
correct order.
4 a Candidate B listens and answers a question related to the topic of Candidate A’s talk.
6 b Candidate A listens and answers a question related to the topic of Candidate B’s talk.
3 c Candidate A is given a topic to talk about for about a minute. The topic and 4 bullet points with some
ideas to use are in the candidate booklet.
8 d Interlocutor asks one question to both candidates related to the topic of the discussion.
2 e Candidates respond to questions about themselves (e.g. their hobbies, their homes or other personal
matters)
7 f Both candidates have a discussion about a topic and then come to a decision. They should use
language functions appropriately to give suggestions, opinions and elaboration as well as to agree or
disagree politely and negotiate agreement.
5 g Candidate B talks about a different topic for about a minute, using a different topic in the booklet, also
with 4 bullets with ideas to use.
1 h Interlocutor introduces him/herself and the Assessor.
9 i Assessor provides marks for three criteria – Grammar, Vocabulary and Communicative Competence
and Interlocutor gives one mark for Overall Spoken Performance.

Speaking Training Quiz
Activity
Look at Handout S3 (SPM Speaking Training
Quiz) on the following slides.
Consider each question about the Speaking test
before reading the answer on the next slide.

Handout #3 :Speaking Training Quiz
1. How long should each part of the test take?
• Part 1 =
• Part 2 =
• Part 3 =
• Total =
2. How should examiners introduce themselves at the beginning of the
test?
3. How should the seating be arranged?

1. How long should each part of the test take?
• Part 1 = 3-4 minutes
• Total = 10-13 minutes (This may depend on the level of the candidates)
2. How should examiners introduce themselves at the beginning of the test?
• As scripted in the interlocutor frame: Good morning / afternoon / evening. I’m … and
this is my colleague … . He/She’ll just listen to us.
3. How should the seating be arranged?
• As in the ISEs, excerpt shown here:

4.To what extent should the interlocutor follow the frames provided
in the materials?
5. What are the analytical criteria used in assessing candidates?
•
•
•
6. Who leads/controls the interaction in Part 3 of the test?

4.To what extent should the interlocutor follow the frames provided in the materials?
In order to deliver the test equally to all candidates, the interlocutor must adhere
strictly to the interlocutor frame and instructions, making sure the candidates are
addressed as indicated (Candidate A/B) but using the candidates’ names correctly
at the required points in the test. Research has shown that the use of unscripted
comments and asides creates an unfair test and can, therefore, have a negative
impact on a candidate’s performance.
5. What are the analytical criteria used in assessing candidates?
• Grammar
• Vocabulary
• Communicative Competence
6. Who leads/controls the interaction in Part 3 of the test?
Although the task is set up by the interlocutor, the main interaction is lead/controlled
by the candidates themselves. This is the semi-controlled part of the test, allowing
for some genuine peer-peer interaction.

7. What kind of timepiece should you use?
8. When do you start timing the test?
9. Why should you keep to timing for each section?

7. What kind of timepiece should you use?
SEs should use a reliable clock or watch which shows seconds, and
which doesn’t have a loud tick. Clocks/watches must not be set to emit
noises to signal the timings of the different parts of the test
8. When do you start timing the test?
The timing of the test begins when the interlocutor greets the
candidates, this should also be noted discretely.
9. Why should you keep to timing for each section?
It is important, for reasons of test reliability and fairness to candidates,
that all tests are of the same length and that the time spent on the
individual parts of the test does not vary from that indicated.

10. Can you repeat the same materials?
11. When should you change roles (interlocutor to assessor)?
12. What information does the interlocutor complete on the mark
sheet?

10. Can you repeat the same materials?
There will be a selection of tasks to choose and these will be in sets that should
not be separated. You should use the sets randomly and vary the sets in order to
provide test security.
11. When should you change roles (interlocutor to assessor)?
Roles are fixed.
The assessor is the teacher from a nearby school/centre appointed by the
Assessment and Examination Sector in the State Education Department (SPP,
JPN) while interlocutors are teachers who teach in the candidate’s school/centre.
The Principal or School Administrator is responsible in appointing the
interlocutor(s) and arranging the interlocutors’ schedules throughout the Speaking
exam period. The role of interlocutor will be assigned by the head teacher within
each school/centre.
12. What information does the interlocutor complete on the mark sheet?
The interlocutor uses the Overall Spoken Performance scale and refers to
it after the end of the test (as well as while the candidates are involved in
the collaborative tasks and possibly during the long turns) and they record
these marks on their mark sheet.

13. How can you react to candidates who need support in understanding
or speaking?
14. How can you interrupt a candidate or candidates discreetly when
necessary?
15. Why mustn’t you discuss marks with your co-examiner?

13. How can you react to candidates who need support in understanding or
speaking?
Redirection/support may take the form of:
•repetition of all or part of the rubric
•pointing to a task in the Candidate booklet
•use of a scripted back-up question/prompt.
You can use gesture and/or repetition and any back-up questions, but you
must never deviate from the frame.
14. How can you interrupt a candidate or candidates discreetly when
necessary?
Use the “hovering hand” and a firm “Thank you” to interrupt discreetly and
retrieve the task quickly.
15. Why mustn’t you discuss marks with your co-examiner?
Because the Analytical Scale and the Overall Spoken Performance Scale
refer to different areas on spoken language and the two examiners have
very different viewpoints of the candidates’ performance.

16. Should you make notes to aid assessment?
17. Does it matter that the Part 1 questions don’t change?
18. How many questions should you ask in Phase 2 of Part 1?

16. Should you make notes to aid assessment?
No: making notes means there are parts of candidate performance
that you will miss.
17. Does it matter that the Part 1 questions don’t change?
No, because the main function is to put candidates at ease.
18. How many questions should you ask in Phase 2 of Part 1?
You should ask one or more questions from the list, depending on
the time available (Part 1 is between 3 and 4 minutes). Try to ask
different questions to each candidate if possible, using the back-up
prompts as needed, and encouraging them to extend their answers
if necessary with a hand gesture or nod.

19. Do you have to record every test you do?
20. If you have a question about a mark and you need advice,
what should you do?

19. Do you have to record every test you do?
No: MES or your senior hierarchy member will inform you if and
when a sample of your marking is required.
20. If you have a question about a mark and you need advice,
what should you do?
Always refer queries to the person directly above you in the
hierarchy. If need be, they will escalate it higher but it is
essential you do refer queries as a way to ensure standardised
practices in assessment.

Speaking Examiner roles
The Interlocutor:
• conducts the test by giving instructions and asking the candidates
questions, using the prompts provided to scaffold the test takers’
responses appropriately.
• handles the test materials and ensures each candidate has an equal
opportunity to speak by keeping strictly to the wording of the interlocutor
frame and also the timing for each part of the test.
• awards the candidates a Global Achievement score, using the Overall
Spoken Production scale.
The Assessor:
• takes no part in the exchanges, but observes the test, ensuring he/she
can see and hear the candidates clearly.
• awards the candidates scores according to the Analytical Assessment
Scales.
• completes the answer sheets accurately and fully.

Interlocutor frame
When using the interlocutor frame:
• speak naturally while keeping to the script
• use candidates’names as appropriate
• stress key words and use intonation to make meaning clear
• don’t rephrase in any way, if asked to repeat instructions or
explain lexis
• don’t make any unscripted comments
• don’t deviate from the script in any way
• don’t assume a dominant role in the interaction.

Handling materials
Security
Familiarity
Efficiency

Interlocutor behaviour
• Interlocutor involvement
• Interlocutor intervention
• Interlocutor body language
• Interlocutor manner

Activity: Managing exam resources
1. When should you organise the test materials needed for your
exam session?
2. What else should you have with on the exam day besides the
current materials and ISE booklet?
3. How should you arrange the test room?
4. What should you have on the table in the exam room when
acting as Assessor?
5. What should you have on the table in the exam room when
acting as Interlocutor? How should you arrange the materials
on the table? Where should you place the assessment scales?
Why?

Peer Practice
• Trainees, in groups of three or four, take it in turns to act as the
interlocutor and practise reading the rubrics aloud and handling the
materials. The interlocutor should pay attention to:
• Stressing key words
• Using intonation to convey meaning
• Keeping their speed of delivery to the expected level
• Not deviating from the frame
• Maintaining a degree of eye contact where relevant
• Handling the materials efficiently.
• Two trainees should act as candidates and can act out their roles, as
appropriate.
• One trainee should watch the test and make notes using handout 4: SPM
Observing Practice Tests in order to give feedback to his/her colleagues
afterwards.

Observing Practice Tests
Activity
Look at Handout S4 (SPM Observing Practice
Tests) on the following slide.
Watch a practice test (with peers or with volunteer
candidates) and make notes for feedback.

Observing Practice Tests
While watching the practice tests with peers or volunteer candidates,
make notes on the following points and then give feedback to your
colleagues on the points you noted:
1. Timing.
2. Eye contact.
3. Delivery (stress and intonation) of the interlocutor frame.
4. Accuracy of the interlocutor frame.
5. Seating arrangements.
6. Position of the assessor.
7. Handling of the materials.
8. Interaction patterns.

Module 4 SPM Speaking test assessment
This module will take you through the following aspects to focus on with
Speaking examiners:
• The Analytical assessment criteria
• The Overall Spoken Performance assessment criteria
• Assessing samples for standardisation:
• Setting the standard (2 videos)
• Applying the standard (2 videos)
• Marks Collection (2 videos to be done online)

SPM Assessment Scales
The three analytical criteria are:
• Grammar
• Vocabulary
• Communicative Competence
The interlocutor uses the Overall Spoken Performance
scale
The level of the test is primarily targeting CEFR B1 to B2
with the highest results reported at C1

Focus on the Analytical and Global
Scales
Activity
Look at Handout S5 (SPM Speaking Scales
Sorting Activity) on the following slides.
For each descriptor, decide which is the Band 6
(C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor.
have or anything you want more information about
for the Q and A session.

Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?
OVERALL SPOKEN PERFORMANCE 1
Can understand questions
and instructions directed at
him/her though will
sometimes have to ask for
repetition of particular
words and phrases.
Requires some prompting
and support.
Can understand
questions and
instructions directed
at him/her with ease.
Can produce
extended relevant
stretches of language
with very little
prompting or support.
Can understand
questions and
instructions
directed at
him/her with ease.
Requires very little
prompting and
support.
Can understand
questions and
instructions
directed at him/her
slowly, directly and
repeatedly.
Requires
prompting and
support.

Can understand questions
and instructions directed
at him/her though will
sometimes have to ask for
repetition of particular
words and phrases.
Requires some prompting
and support.
Can understand
questions and
instructions directed
at him/her with ease.
Can produce
extended relevant
stretches of language
with very little
prompting or
support.
Can understand
questions and
instructions
directed at
him/her with ease.
Requires very little
prompting and
support.
Can understand
questions and
instructions
directed at him/her
slowly, directly and
repeatedly.
Requires prompting
and support.
Band 3 Band 6 Band 5 Band 1

Can give basic
information on
familiar topics using
short phrases.
Can maintain and
develop the interaction
by asking and
responding to questions
and suggestions on
familiar matters using
longer responses
despite hesitation while
searching for patterns
and expressions.
Can maintain and
develop the interaction,
compensating for gaps
in their own vocabulary
or grammar knowledge,
including on abstract
and complex topics.
Can maintain the
interaction by asking
and responding to
questions and
suggestions on familiar
matters in a simple and
direct way.

Can give basic
information on
familiar topics using
short phrases.
Can maintain and
by asking and
responding to questions
and suggestions on
familiar matters using
longer responses
despite hesitation while
searching for patterns
and expressions.
Can maintain and
develop the interaction,
compensating for gaps
in their own vocabulary
or grammar knowledge,
including on abstract
and complex topics.
Can maintain the
interaction by asking
and responding to
questions and
suggestions on familiar
matters in a simple and
direct way.
Band 1 Band 5 Band 6 Band 3

Analytical criteria for Speaking
Band 1 descriptors – A2 level
Score Grammar Vocabulary
Communicative
Competence
1
Can communicate
what he/she is trying
to say.
Can show sufficient
control of simple
grammatical
structures.
Can use connectors
to link simple
sentences.
Can use sufficient
vocabulary to talk about
everyday situations and
familiar topics.
Can mostly convey
meaning but may use
inappropriate vocabulary
or some repetition.
Can make him/herself
understood but may have
pauses and false starts.
Can initiate, maintain and
close a conversation with
some difficulty.
Can ask for clarification
when necessary.

Band 3 descriptors – B1 level
Communicative
Competence
3
Can communicate with
reasonable accuracy.
Can show a good degree
of control of simple, and
attempt some complex
grammatical structures.
Can form longer
sentences and link them
together using basic
cohesive devices.
Can use a range of
appropriate
vocabulary to talk
about everyday
situations and familiar
topics.
Can convey relevant
meaning but may have
errors in vocabulary
choice.
Can express him/herself
clearly though there is
some hesitation.
Can initiate, maintain,
develop and close a
conversation with little
difficulty.
Can ask for clarification
and further details in
order to move a
discussion forward.

Band 5 descriptors – B2 level
Communicative
Competence
5
Can communicate
with a good degree
of accuracy.
Can show a good
degree of control of a
range of simple and
some complex
grammatical
structures.
Can use a range of
cohesive devices.
Can use a wide range of
appropriate vocabulary to
give and exchange views
on a wide range of
familiar topics.
Can convey relevant
meaning with good
vocabulary choice.
with little hesitation.
develop and close a
Can relate contributions
to his/her partner and
negotiate towards an
outcome.

Band 6 descriptors – C1 level
Communicative
Competence
6
Consistently maintains a
high degree of
grammatical accuracy.
Has a good command of
a wide range of
grammatical structures.
organisational patterns,
cohesive devices and
connectors.
appropriate vocabulary
to give and exchange
views on a wide range of
abstract, complex and
unfamiliar topics.
Can convey specific
differences in meaning
through appropriate
choice of vocabulary.
spontaneously.
develop and close a
Can relate
contributions skilfully
and effectively to those
of his/her partner.

Which of these terms appear in the Overall
Spoken Performance scale?
support control word order
clarification understand connectors
repetition interaction instructions
familiar topics prompting expressions
initiate a conversation pausing questions

What is behind the SPM Overall
Spoken Performance scale?
• Understanding the tasks – simple or more
complex questions / instructions / suggestions –
amount of repetition needed
• Handling topics – basic information / familiar
topics / complex and abstract
• Length of utterances short phrases / maintain /
• Support – requires (some / little / no) prompting
and support

Some Global Questions?
Discuss these questions in pairs/groups:
1. Why is the Overall Spoken Performance mark
important?
2. When should the mark be decided on?
3. What is the procedure for completing the mark on
the mark sheet?
4. How does the Interlocutor decide on his/her mark?
5. What do we mean by ‘from the Interlocutor’s
perspective?’

Some Global Answers
Discuss these questions in pairs/groups:
1. Why is the Overall Spoken Performance mark important? In order to ensure
fair assessment, both examiners assess candidate performance, with the
interlocutor giving a mark for overall spoken performance which has the
same value as each of the analytical marks awarded by the assessor.
2. When should the mark be decided on? See section ‘Marking procedure’ of
ISEs (both during and immediately after the test).
3. What is the procedure for completing the mark on the mark sheet? See
section ‘mark sheet completion’ in ISEs and Missing Marks Checklist on
Overall Spoken Performance scale pages.
4. How does the Interlocutor decide on his/her mark? By using the specific
elements of the Overall Spoken Performance scale and matching the overall
performance to the descriptors in bands 1, 3, 5 and 6.
5. What do we mean by ‘from the Interlocutor’s perspective?’ The interlocutor is
much closer to the interaction than the assessor and so has a different
perspective of the overall impression of the way the candidates interact and
deal with the tasks in each part of the test.

Setting the standard 1
Watch and assess Speaking test sample:
Video 1 (Helmi & Ain)
https://youtu.be/Sb9sooFZ0d0
Marks awarded:
Grammar Vocabulary Communicative
competence
Helmi
Ain

Video 1 (Helmi & Ain)
Marks awarded:
competence
Helmi 3 4 3
Ain 5 5 5

Video 2 (Farid & Farhan)
Marks awarded:
competence
Farid
Farhan

Video 2 (Farid & Farhan)
Marks awarded:
competence
Farid 1 2 1
Farhan 2 3 2

Applying the standard 1
Video 3 (Anas & Tanisha)
https://youtu.be/Gt3G2D5JbCk
Examiners can then compare marks and discuss.
competence
Overall Spoken
Performance
Anas
Tanisha

Video 3 (Anas & Tanisha)
https://youtu.be/Gt3G2D5JbCk
Marks awarded:
competence
Overall Spoken
Performance
Anas 4 4 5 5
Tanisha 5 5 5 5

Video 4 (Aminah & Alia)
https://youtu.be/sGB825ApGkM
Examiners can then compare marks and discuss.
competence
Overall Spoken
Performance
Aminah
Alia

Video 4 (Aminah and Alia)
Marks awarded:
competence
Overall Spoken
Performance
Aminah 5 6 5 6
Alia 5 6 6 6

Q and A session 2
This is the end of the Speaking Training.
Please be ready to participate in the live Q and A
session where you’ll be able to ask any further
questions or discuss any concerns you have.

SPM SPEAKING TEST- An Understanding.pptx

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SPM SPEAKING TEST- An Understanding.pptx