Design of a speaking test

Universidad Católica de la Santísima Concepción
Facultad de Educación
Departamento de Lenguas
Language Assessment
Unit Three assignment
Speaking test
Names: Daniel Gallardo
Gerardo Valdivia
Professor: Roxana Correa

Language Assessment
SPEAKING TEST
Part 1 (2-3 minutes) (30% final mark)
Interlocutor:
A/B Good morning/afternoon/evening
Can I have your mark sheets, please?
A/B I’m……………… and this is …………………
He/she is just going to listen to us
A Now, what’s your name?
Thank you
B And, what’s your name?
Thank you.
B Tell about your favourite vacation
Where did you go?
Who did you go with?
What did you enjoy the most?
Thank you
A: tell about your favourite vacation
Where did you go?
Who did you go with?
What did you enjoy the most?
Thank you

Language Assessment
Part 2 (2-4 minutes) Speaking test (Trip to Australia) (70% final mark)

Language Assessment
Interlocutor To both candidates:
I’m going to describe a situation to you:
An aunt of yours is going to travel to Australia in a touristic trip. Talk
together about the things she will need to take to Australia keeping in
mind that is a touristic trip, and decide which are the most important
things to take with her.
Here you have some picture with some ideas to help you.
Show the pictures on the whiteboard (Camera, maps of the cities, bathing suit, books,
pocket dictionary, travel guide), students can come up with more examples of things.
I’ll repeat the situation again:
An aunt of yours is going to travel to Australia in a touristic trip. Talk
together about the things she will need to take to Australia keeping in
mind that is a touristic trip, and decide which are the most important
things to take with her.
(Adapted from PET Handbook, Sample Papers (Paper 3, Speaking) 2004, p. 60)

Language Assessment
Luoma’s Specifications (2004)
 The test’s purpose:
The test’s purpose is to measure vocabulary, fluency, intonation, pronunciation and
grammar accuracy. Also to respond to questions about experiences of the past. To use
functional language to discuss alternatives, make recommendation and negotiate
agreement.
 Description of the examinees: Students of 1st grade of a semi-private high
school.
 Test level: PET, LEVEL B1
 Definition of construct (Theoretical framework for the test):
In education there are many important factors to take into account in order to
make it an affective process. This process embraces from the delivering of the content
to the students by the teacher, to the part of the process in which the students show
how much they have learnt. Even though many people believe that assess is the
easiest part of the process, which is not true. To make a good and effective assessment
it is important to consider many factors. For example, it is important to know that the
assessment must be coherent with the content that has been seen in classes, this
means that when you plan the lessons it is important to make the subject content
coincide with the content requested in the evaluation. If the teacher does that, the
assessment will be valid.
Even though there are many skills, the speaking skills, in terms of learning a
second language is one of the most important. Orwig (1999) describes the concept of
Speaking as the productive skill in the oral mode, and he establishes that it is, like the
other skills, more complicated than it seems at first, and declares that it is not just about
pronouncing words.
Luoma (2004) also gives her opinion about the speaking skills. Luoma (2004)
describes the speaking skills as an important part of the curriculum in language
teaching, and that this makes them an important object of assessment as well. Luoma
(2004) says that assessing speaking is challenging. Some reasons that support her
statement is that there are many factors that influence our way of analyzing how well

Language Assessment
someone can speak a language, and teachers constantly expect their test scores to be
accurate and appropriate for their purposes, but they not always succeed on that.
Luoma (2004) presents some important issues that are necessary to take into
account at the time of assessing speaking. Luoma (2004) also expresses that it is
necessary to make students understand what they are going to do. She also explains
that the teacher must guide the examinees to talk about what he is going to assess. To
do this, the teacher must outline the content to be assessed, and also provide a context
to it. Is in this part where we get into the concept of construct. Construct is referred to
the moment in which the task is designed. Talking about assessing speaking, Luoma
(2004) describes an important factor called the construct-related information that the
scores must deliver, or in other words what the score users need to know about the
examinees´ speaking skills.
Luoma (2004) expresses that the teacher must outline the content to be
assessed and also provide a context to it. The word construct is referred to the time in
which the task is designed. In this part of the process the teacher take into account the
skills he wants to measure in students. He must to see what their students are going to
do, taking into account the skills they are going to use to develop the task, and finally,
with that information create a rubric to assess them. What this dictates is the types of
skills that the tasks should make the examinees show in learning-related assessment.
Even though this is often guided by what have been taught recently, tests may need to
provide more general information about the examinees´ skills, more or less like formal,
external examinations.
 Description of suitable language course or textbook:
This task was taken and adapted from The Cambridge English: Preliminary (preliminary
English Test- PET). We believed that this task was according to level of English of the
students that it was made for. We also believed that it was a clear example of construct,
showing the relation between the task and the descriptors presented in the rubric,
making them coherent.
 Number of sections/papers: 2

Language Assessment
 Time for each section/paper:
Part Task Timing Weighting
1 Each candidate interacts with the interlocutor.
The interlocutor asks the candidates questions in turn,
using questions.
2-3 minutes 30%
2 Simulated situation. Candidates interact with each
other.
Visual prompts are given to the candidates to aid the
discussion task. The interlocutor sets up the activity
using a rubric.
2-4 minutes. 70%
 Target language situation: Students will be able to exchange information or
opinions about what to take in a touristic trip, orally.
 Text-types: Pictures
 Text length is 6 pictures of element you can take to a touristic trip to Australia.
 Language skill to be tested is speaking
 Language elements to be tested are Fluency, grammar accuracy, turn taking,
intonation
 Test task: Part 1 of the test tasks consists in exchanges with the examiner and
part 2 is a collaborative task involving both candidates.
 Test methods:
Part 1
The test begins with a conversation led by the interlocutor, who asks the candidates
questions about vacations they have had. Candidates speak in turn and are not
expected to talk to each other at this stage. The purpose of this conversation is to test
the language and to enable each candidate to overcome any initial nervousness. The
interlocutor’s questions are designed to elicit long responses.
This part of the test assesses the candidates’ ability to express ideas of events of his
own knowledge, the candidate may even make up the situations since the language
they will use it will be assessed not the veracity of the story.

Language Assessment
Part 2
This part is about a simulated situation where the candidates are asked to make and
respond to suggestions, discuss alternatives, make recommendations and negotiate
agreement with their partner, related to a touristic trip of a relative. In this part of the
test, the candidates speak to each other.
The interlocutor sets up the task and repeats the instructions while candidates look at
the prompt material on the whiteboard. The interlocutor then takes no further part in the
interaction. In the event of a complete breakdown in the interaction, the interlocutor may
subtly intervene to redirect the students, but will not take part in the task itself.
Candidates are expected to engage with the task independently, negotiating turns and
eliciting opinions from each other.
On the whiteboard some visual prompts are given to the candidates which is designed
to generate ideas and provide the basis for the discussion. Candidates may, however,
introduce their own ideas if they wish. Candidates are assessed on their ability to take
part in the task, so it is not necessary for them to complete the task in the time given.
Candidates are assessed on their use of appropriate language.
 Rubrics:
The rubrics used in the test are rating scales. For part 1 the rubric has 20 points in total
because the “turn taking” dimension is not present since the task consist in open
questions, so there is no turn taking present, and the rating is from 4 - 1 in 5 different
criteria. For part 2 the rubric has 24 points in total because the dimension “turn taking” is
added and the rating is from 4 - 1 in 5 different criteria. The rating scales in the highest
level of performance express the idea of a student who is able to use vocabulary and
expression correctly, who can make occasional grammatical errors, who speaks with
little hesitation that does not interfere in the message, who is cohesive and coherent
with what s/he says, who answers the questions and develops interaction, that his/her
pronunciation and intonation is clear and accurate, and that is capable of use his/her
turn appropriately. The rating scale in the lowest level of performance suggests that the
student is only able to use basic expressions and vocabulary, makes frequent
grammatical errors, hesitates to often, is not able to communicate, does not respond
appropriately, has frequent problems with pronunciation and intonation and that is not
able to use his/her turn appropriately.

Language Assessment
Speaking Rubric Part 1 (30%)
Name: _________________________ Rating:___/20 Activity: Open questions
Comments:___________________________________________________________________
______________________________________________________________
Rating Dimension Demonstrated competence
E
x
c
e
l
l
e
n
t
4
Use of
vocabulary
Uses a variety of vocabulary and expressions
Grammar Uses a variety of structures with only occasional grammatical errors
Fluency Speaks smoothly, with little hesitation that does not interfere with
communication
Content Stays on task and communicates effectively; almost always responds
appropriately and always tries to develop the interaction
Pronunciation Pronunciation and intonation are almost always very clear/accurate
G
o
o
d
3
Use of
vocabulary
Uses a variety of vocabulary and expressions, but makes some errors
in word choice
Grammar Uses a variety of grammar structures, but makes some errors
Fluency Speaks with some hesitation, but it does not usually interfere with
communication
Content Stays on task most of the time and communicates effectively; generally
responds appropriately and keeps trying to develops the interaction
Pronunciation Pronunciation and intonation are usually clear/accurate with a few
problem areas
A
d
e
q
u
a
t
e
2
Use of
vocabulary
Uses limited vocabulary and expressions
Grammar Uses a variety of structures with frequent errors, or uses basic
structures with only occasional errors
Fluency Speaks with some hesitation, which often interferes with
communication
Content Tries to communicate, but sometimes does not respond appropriately
or clearly
Pronunciation Pronunciation and intonation errors sometimes make it difficult to
understand the student
I
n
a
d
e
q
u
a
t
e
1
Use of
vocabulary
Uses only basic vocabulary and expressions
Grammar Uses basic structures, makes frequent errors
Fluency Hesitates too often when speaking, which often interferes with
communication
Content Purpose isn’t clear; needs a lot of help communicating; usually does
not respond appropriately or clearly
Pronunciation Frequent problems with pronunciation and intonation
(Adapted from Authentic Assessment for English Language Learners by J. Michael
O'Malley and Lorraine Valdez Pierce, Addison-Wesley Publishing Company)

Language Assessment
Speaking Rubric Part 2 (70%)
Name: ______________________ Rating:___/24 Activity: Collaborative task
Comments:___________________________________________________________________
______________________________________________________________
Rating Dimension Demonstrated competence
E
x
c
e
l
l
e
n
t
4
Use of
vocabulary
Uses a variety of vocabulary and expressions
Grammar Uses a variety of structures with only occasional grammatical errors
Fluency Speaks smoothly, with little hesitation that does not interfere with
communication
Content Stays on task and communicates effectively; almost always
responds appropriately and always tries to develop the interaction
Pronunciation Pronunciation and intonation are almost always very clear/accurate
Turn taking Speaker is able to speak and lets the other speaker to develop his
ideas
G
o
o
d
3
Use of
vocabulary
Uses a variety of vocabulary and expressions, but makes some
errors in word choice
Grammar Uses a variety of grammar structures, but makes some errors
Fluency Speaks with some hesitation, but it does not usually interfere with
communication
Content Stays on task most of the time and communicates effectively;
generally responds appropriately and keeps trying to develops the
interaction
Pronunciation Pronunciation and intonation are usually clear/accurate with a few
problem areas
Turn taking Speakers are able to make the communication flow and sometimes
they overlap the other speaker’s turn to speak.
A
d
e
q
u
a
t
e
2
Use of
vocabulary
Uses limited vocabulary and expressions
Grammar Uses a variety of structures with frequent errors, or uses basic
structures with only occasional errors
Fluency Speaks with some hesitation, which often interferes with
communication
Content Tries to communicate, but sometimes does not respond
appropriately or clearly
Pronunciation Pronunciation and intonation errors sometimes make it difficult to
understand the student
Turn taking Speaker overlaps the other making the conversation difficult to follow
I
n
a
d
e
q
u
a
t
e
1
Use of
vocabulary
Uses only basic vocabulary and expressions
Grammar Uses basic structures, makes frequent errors
Fluency Hesitates too often when speaking, which often interferes with
communication
Content Purpose isn’t clear; needs a lot of help communicating; usually does
not respond appropriately or clearly
Pronunciation Frequent problems with pronunciation and intonation
Turn taking Speaker does not respect his turn to speak
(Adapted from Authentic Assessment for English Language Learners by J. Michael
O'Malley and Lorraine Valdez Pierce, Addison-Wesley Publishing Company)

Language Assessment
Fulcher’s specifications
The Task Orientation is opened since the students are given some information, but the
information they can use it as they wish or they may even come up with more
information. They can use the words they want and decide what tenses to use.
Obviously the tenses and words have to be well-used because the purpose is to speak
properly.
Interactional relationship: the test in part 1 is a one way interaction; since the
interlocutor asks some questions and the examinees have to answer them. The part 2 is
a two ways interaction because the examinees have to construct a conversation to get
to an agreement about what a relative have to take with her in a trip to Australia.
Goal orientation: In part 1 of the test there is not a goal orientation since the
examinees only answer questions, this part does not have a communicative purpose.
While in part 2 there is a goal interaction since examinees have to talk to each other to
get to an agreement
Interlocutor status and familiarity: since there are two examiners (interlocutor 1 and
interlocutor 2) in the test with the one who is only listening the interlocutor status is high.
With the interlocutor who the examinees interact with the status is balanced, because
students know the examiner who may be their English teacher. It can be added that the
interlocutor status is balanced and not low because a test is a formal situations, so
The familiarity with Interlocutor 2 is low because the examinees do not know this
examiner. The familiarity with Interlocutor 1 is high since they know each other.
Topics: travelling abroad.
Scoring procedure: Part 1= 30% + Part 2= 70%
(P1 x 0.3) + (P2 x 0.7) = X

Language Assessment
References
Downes, S. (2004). PET Handbook, Sample Papers (Paper 3, Speaking) [PDF file]. (p.
60). Available from http://www.iltea.org/cambridge/PET/PET_HB_sampleS.pdf
Fulcher, G. (n.d.) Examples of Task Types. Retrieved on June, Tuesday 2nd, 2014 from
http://languagetesting.info
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
O’Malley, J. M., & Valdez-Pierce, L. (1996). Authentic Assessment for English
Language Learners. USA: Addison-Wesley Publishing Company.
Orwig, C. J. (1999). Prepare for language learning.

Design of a speaking test

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