1. ORAL LANGUAGE ASSESSMENT
YON FREDY ESPINOZA.
MARIA CILENA CUELLAR
YULIETH QUINTANA MARTINEZ

2. What is oral language?
 At the most basic level, oral language means
communicating with other people.
Oral language development across the curriculum does not
mean teaching children to speak as much as we mean improving
their ability to talk or communicate more effectively.
 To speak in more effective ways requires
particular attention and constant practice.

3. ORAL LANGUAGE ASSESSMENT
There are many different oral language assessment
tools being used by schools.
 Informal tools include observations in a variety of
contexts:
in social and academic contexts
• during classroom activities in pairs, small groups
or whole class
• during presentations (news, debates, speeches
etc).

4. ORAL LANGUAGE SCHOOL
• Oral language assessment of English Language learners in
school aims a student´s ability to communicate for both basic
communicative and academic porpuse.

5. LANGUAGE FUNCTIONS
• Whether of classroom settings, English language learners use
language functions to express meaning.
 Language functions.
 Communicative language functions.
 Academic language functions.

6. CRITERIA FOR ORAL LANGUAGE
COMPETENCE:

7. PLANING FOR ASSESSMENT
• Assessment tasks should provide students with an
opportunity to display the knowledge, skills, understanding
and attitudes they have developed and motivate them by
recognising what they have accomplished. Determining how a
unit of work will be assessed needs to be considered at the
start of unit planning so that it ensures the characteristics of
effective assessment are addressed.

8. ASSESSMENT
 In the primary grades, a child’s oral language ability is
the basis for beginning literacy instruction.
 Initial formal assessments, ongoing formative
assessments during the year, as well as summative
assessments will provide information regarding a
child’s oral language skills