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Speaking Task



                    Diego Ulloa Iglesias.




Assessment in English Communicative Competence (EVA0602-1)

                Mrs. Roxanna Correa Pérez

                      June 7th, 2012.
Outline




     1.   Test specifications …………………………………………………………………………………   2


     2.   Speaking task ………………………………………………………………………………………..     5


     3.   Pictures …………………………………………………………………………………………………        6


     4.   Goal Orientation ……………………………………………………………………………………     8


     5.   Rubrics ………………………………………………………………………………………………….        9


     6.   Piloting ………………………………………………………………………………………………….       10


     7.   Improvements ……………………………………………………………………………………….       12


     8.   Appendix (Results) ………………………………………………………………………………..   13




                                                                     1
1. Test specifications



                       Students speaking ability
  Test’s purpose

 Description of the    Both students (X and Z) are in 4th grade high school (public school)
    examinees
     Test level        Intermediate
                       This oral test is divided into two sections.
                       In the first section the performance is individual where each student (X
Number of sections
                       and Z) has to compare and contrast two pictures and in the second section
     / papers
                       both students (X and Z together) have to come to an agreement.


                       In the first section every single student (X and Z) has 20 seconds to look at
                       the photographs and then 1:30 minutes to compare and contrast them.
   Time for each
                       In the second section both students (X and Z together) should come to an
  section / paper
                       agreement that should take no more than two minutes.


Weighting for each     A total of 40 points; every single section contains 20 points.
  section / paper
                       SWBAT compare and contrast some photographs by using the vocabulary
 Target language       acquired in previous lessons such as: on the other hand, as well as, while,
     situation         unlike, too, etc.


                       Photographs about different types of job.
   Text – types

                       Four photographs.
    Text length

Language skill to be   Oral ability.
      tested


                                                                                                   2
Communication
Language elements   Fluency
   to be tested     Pronunciation


                    The task is divided into two sections.
                    1st Section:
                    Teacher – Student X: what you have to do first is to look at these two
                    photographs that show two different jobs. Once I’ve finish talking, you
                    have 20 seconds to look at these two photos and think about all the
                    necessary information to complete this first stage of the task and then you
                    have one minute and a half to compare and contrast these two photos by
                    using the vocabulary learned in your previous lessons as much as you can
                    and also those key words that help you to make of this task a good
                    comparison and contrast.
                    Teacher – Student Z: what you have to do first is to look at these two
                    photographs that show two different jobs. Once I’ve finish talking, you
                    have 20 seconds to look at these two photos and think about all the
    Test tasks      necessary information to complete this first stage of the task and then you
                    have one minute and a half to compare and contrast these two photos by
                    using the vocabulary learned in your previous lessons as much as you can
                    and also those key words that help you to make of this task a good
                    comparison and contrast.


                    2nd Section:
                    Teacher – Both students (X & Z): Finally, you two have to think of and
                    discuss about what the most dangerous job among these four
                    photographs is. You can use personal experience or any other resource
                    that could support your opinions. Both of you have 2 minutes to talk
                    about this and come to an agreement; remember that if there is no final
                    agreement in your discussion you two will be assessed with fewer points.



                                                                                               3
Students speak individually in the first part, about two different photos.
               Students speak together in the second part about four photos and a final
Test methods
               agreement is compulsory required.




                                                                                            4
2. Speaking task



Two photographs about jobs will be shown to both students having 20 minutes to think about
what they will say about those photos. Then they should compare and contrast those photos
presented by using the vocabulary learned in previous lessons; this cannot take more than 1:30
minutes for students to answer.

In a second stage, students will have to discuss and finally come to an agreement in no more than
two minutes. It will be about the 4 photographs—those two shown to the first student and the
other two presented to the other student, where they will discuss about which of them the most
dangerous job is by giving opinions based on the vocabulary acquired in previous lessons.

Both students will be assessed with the same criteria but individually.




                                                                                               5
3. Pictures

              (Student X)




                            6
(Student Z)




              7
4. Goal Orientation

4.1 Oral test (1st part)

                           Guided
    Task orientation       Comparing and contrasting two different photographs showed by the
                           test-taker.
      Interactional        Non – interactional (individual performance)
      relationship
    Goal orientation       There is no goal orientation (individual performance)
                           High
  Interlocutor status      Both students know the test-taker and both of them know each other
                           too.
                           High
       Familiarity
                           Both students know each other.
         Topics            Two photographs about different jobs.



4.2 Oral test (2nd part)

                           Guided
    Task orientation       Coming to an agreement based on the photographs showed by the test-
                           taker.
      Interactional        Interaction by coming to an agreement in pairs.
      relationship
    Goal orientation       There is goal orientation through an agreement.
                           High
  Interlocutor status      Both students know the test-taker and both of them know each other
                           too.
                           High
       Familiarity
                           Both students know each other
         Topics            4 different types of dangerous jobs.


                                                                                                8
5. Rubrics




             9
6. Piloting



The task was accomplished by two students from 4th grade secondary school. It was taken
in an open space but noise was not an issue there. These students were almost at the
same level of English because of the quality of their answers and the vocabulary used
when being assessed.

Concentrating on the first part of the task, student X and Z produced English language but
some issues were present there. Fluency was the most noticeable one and this could be
supported by a sort of attack of nerves when trying to begin comparing and contrasting
the photos and also by the lack of vocabulary according to the topic; for instance, student
Z could not explain the second job (building contractor) at first, but he reflected on that
for a moment and then tried to explain with other words that he was a kind of engineer.
Student X, on the other hand, was kind of relaxed but reacted by defining what the jobs
were about separately without comparing and contrasting at first, but at the end of the
first part of the task he started to introduce some connectors such as “like” and “while”.
Both students X and Z accomplished the first part of the task in the due time.

As far as the second part is concerned, both students used an appropriate vocabulary
most of the time by using some connectors that reflect knowledge about comparison and
contrast, but the lack of vocabulary interfered as an issue here again. The final goal in this
part of the task was mainly that both students would come to an agreement on what the
most dangerous job was, but the test-taker had to remind them—after the due time for
the second part of the task, that they should finish by coming to an agreement so it was
accomplished in 10 minutes extra out of the due time.

To sum up, the task was appropriate for both students X and Z in terms of vocabulary
needed according to the topic that they should know about because “dangerous jobs” is
one of the topics that belong to the first semester of a fourth-grade student at that

                                                                                           10
particular school. On the other hand, it is probable that the lack of use of connectors to
compare and contrast the photos showed was because they were never taught those but
surely because they had never been assessed in that way: two students in front of
photographs where they have to compare and contrast them and even less come to an
agreement with a classmate because the only way they had been tested orally was by
short interactions previously planned such as dialogues, or short oral presentations such
as singing a song.




                                                                                       11
7. Improvements



Based on the performance of both students X&Z and the test-taker, the improvements are
the following. First, both students’ performances were good considering the type of
school where they are studying at and the level of English test-taker expected from them.
After accomplishing the oral test both students and test-taker discussed about the results
of the performance and, taking students’ viewpoints about their results it is worth to say
that they did a good work considering that they had never been in that situation because
their only types of oral tests were short dialogues, dissertations about famous people and
some pieces of songs they had to perform in front of the class. Other thing that is worth to
say is that the vocabulary they have is mainly got from English songs they usually listen to
combined with that learned in class.

Secondly, based on the test-taker performance, students pointed out that, in the last part
of the task, the photographs should have been shown the four at once. This is a point less
for the test-taker because he should foresee that issue, and make a presentation in which
all the four photos were clearly seen by the students instead of showing them separately.
They also pointed out that the test applied was good in terms of preparation and
coherence with what they should know (vocabulary), but not in terms of context: both
students pointed out that that type of English test could not be accomplished successfully
in any Chilean public school because they are not prepared to do it due to the format
where oral skills are not that important as grammar.




                                                                                         12
8. Appendix




              13
Name: …………………………………………………
                                                                                                                                        Total Score: ………………………………………...

Rubric for the 2nd part of the task



                           Unacceptable                                             Poor                                        Good                                   Excellent
                                   (1)                                              (2)                                           (3)                                        (4)
                   The student has a clear lack of             The student shows little ability to            The student shows ability to interact      The student shows great ability to
                   clarity in the message given, so            interact       and     communicate       the   with   his   classmate     with   little   interact with his classmate with
                   he makes the interaction and                message, so it causes some problems            problems     to     communicate     the    clarity so the message given is
 Communication
                   agreement      difficult      to     be     to agree with his classmate in the             message, although the agreement            understood. The final agreement
                   accomplished.                               end.                                           could be accomplished in the end.          could be accomplished with no
                                                                                                                                                         difficulty.
                   The    student        shows        little   The vocabulary used by the student is          The vocabulary used by the student         The vocabulary used by the student
                   knowledge about comparison                  appropriate for the task but limited:          is appropriate for the task: he uses       is appropriate for the task: using a
                   and contrast and also uses                  he      uses    little     adjectives    and   some adjectives and connectors that        clear variety of adjectives and
   Vocabulary      inappropriate adjectives and                connectors, so the message is clear            make the message coherent most of          connectors that make the message
                   connectors, so the message is               but he shows little knowledge about            the time.                                  coherent      and         show      clear
                   not clear most of the time.                 comparison and contrast.                                                                  knowledge about comparison and
                                                                                                                                                         contrast.
                   Hesitation and pauses make                  The speech of the student is full of           The student has little problem with        Hesitation is not a problem when
                   the message unintelligible and              hesitation       and       pauses       when   hesitation when communicating his          communicating his ideas, so the
     Fluency
                   his   ideas    are      not        well-    communicating, so their ideas lack of          ideas, but these are well-connected        connection of these makes clear
                   connected at all                            clear connection.                              most of the time.                          the message given.
                   There is a clear problem with L1            Problems with pronunciation are                The message can be understood              L1 does not interference in the
                   interference in the foreign                 clearly present so the message                 though some little problem with L1         foreign language, so the student
  Pronunciation
                   language,     so   the     message          cannot be understood most of the               interference in the foreign language.      expresses     his    ideas   with     no
                   cannot be understood.                       time.                                                                                     problem of pronunciation.


Observations:
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Name: …………………………………………………
                                                                                                                                    Total Score: ………………………………………...

Rubric for the 1st part of the task



                             Unacceptable                                     Poor                                      Good                                        Excellent
                                   (1)                                         (2)                                           (3)                                       (4)
                   The    performance        of    the     There is a sort of connection among           The   student’s       performance       of   The    whole        performance      of
                   student    of    comparing      and     his ideas but it is hard to understand        comparing    and          contrasting   is   comparing     and      contrasting   is
 Communication     contrasting lack of coherent            the message most of the time                  understood by connecting his ideas           clearly understood by connecting
                   connection, so the message is           because the connectors are not                with some appropriate connectors             his   ideas     with      appropriate
                   clearly not understood.                 appropriate.                                  most of the time.                            connectors.
                   The    student        shows    little   The vocabulary used by the student is         The vocabulary used by the student           The vocabulary used by the student
                   knowledge about comparison              appropriate for the task but limited:         is appropriate for the task: he uses         is appropriate for the task: using a
                   and contrast and also uses              he   uses      little     adjectives    and   some adjectives and connectors that          clear variety of adjectives and
   Vocabulary      inappropriate adjectives and            connectors, so the message is clear           make the message coherent most of            connectors that make the message
                   connectors, so the message is           but he shows little knowledge about           the time.                                    coherent      and       show      clear
                   not clear most of the time.             comparison and contrast.                                                                   knowledge about comparison and
                                                                                                                                                      contrast.
                   Hesitation and pauses make              The speech of the student is full of          The student has little problem with          Hesitation is not a problem when
                   the message unintelligible and          hesitation     and        pauses       when   hesitation when communicating his            communicating his ideas, so the
     Fluency
                   his   ideas     are     not    well-    communicating, so their ideas lack of         ideas, but these are well-connected          connection of these makes clear
                   connected at all                        clear connection.                             most of the time.                            the message given.




Observations:
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Speaking Task

  • 1. Speaking Task Diego Ulloa Iglesias. Assessment in English Communicative Competence (EVA0602-1) Mrs. Roxanna Correa Pérez June 7th, 2012.
  • 2. Outline 1. Test specifications ………………………………………………………………………………… 2 2. Speaking task ……………………………………………………………………………………….. 5 3. Pictures ………………………………………………………………………………………………… 6 4. Goal Orientation …………………………………………………………………………………… 8 5. Rubrics …………………………………………………………………………………………………. 9 6. Piloting …………………………………………………………………………………………………. 10 7. Improvements ………………………………………………………………………………………. 12 8. Appendix (Results) ……………………………………………………………………………….. 13 1
  • 3. 1. Test specifications Students speaking ability Test’s purpose Description of the Both students (X and Z) are in 4th grade high school (public school) examinees Test level Intermediate This oral test is divided into two sections. In the first section the performance is individual where each student (X Number of sections and Z) has to compare and contrast two pictures and in the second section / papers both students (X and Z together) have to come to an agreement. In the first section every single student (X and Z) has 20 seconds to look at the photographs and then 1:30 minutes to compare and contrast them. Time for each In the second section both students (X and Z together) should come to an section / paper agreement that should take no more than two minutes. Weighting for each A total of 40 points; every single section contains 20 points. section / paper SWBAT compare and contrast some photographs by using the vocabulary Target language acquired in previous lessons such as: on the other hand, as well as, while, situation unlike, too, etc. Photographs about different types of job. Text – types Four photographs. Text length Language skill to be Oral ability. tested 2
  • 4. Communication Language elements Fluency to be tested Pronunciation The task is divided into two sections. 1st Section: Teacher – Student X: what you have to do first is to look at these two photographs that show two different jobs. Once I’ve finish talking, you have 20 seconds to look at these two photos and think about all the necessary information to complete this first stage of the task and then you have one minute and a half to compare and contrast these two photos by using the vocabulary learned in your previous lessons as much as you can and also those key words that help you to make of this task a good comparison and contrast. Teacher – Student Z: what you have to do first is to look at these two photographs that show two different jobs. Once I’ve finish talking, you have 20 seconds to look at these two photos and think about all the Test tasks necessary information to complete this first stage of the task and then you have one minute and a half to compare and contrast these two photos by using the vocabulary learned in your previous lessons as much as you can and also those key words that help you to make of this task a good comparison and contrast. 2nd Section: Teacher – Both students (X & Z): Finally, you two have to think of and discuss about what the most dangerous job among these four photographs is. You can use personal experience or any other resource that could support your opinions. Both of you have 2 minutes to talk about this and come to an agreement; remember that if there is no final agreement in your discussion you two will be assessed with fewer points. 3
  • 5. Students speak individually in the first part, about two different photos. Students speak together in the second part about four photos and a final Test methods agreement is compulsory required. 4
  • 6. 2. Speaking task Two photographs about jobs will be shown to both students having 20 minutes to think about what they will say about those photos. Then they should compare and contrast those photos presented by using the vocabulary learned in previous lessons; this cannot take more than 1:30 minutes for students to answer. In a second stage, students will have to discuss and finally come to an agreement in no more than two minutes. It will be about the 4 photographs—those two shown to the first student and the other two presented to the other student, where they will discuss about which of them the most dangerous job is by giving opinions based on the vocabulary acquired in previous lessons. Both students will be assessed with the same criteria but individually. 5
  • 7. 3. Pictures (Student X) 6
  • 9. 4. Goal Orientation 4.1 Oral test (1st part) Guided Task orientation Comparing and contrasting two different photographs showed by the test-taker. Interactional Non – interactional (individual performance) relationship Goal orientation There is no goal orientation (individual performance) High Interlocutor status Both students know the test-taker and both of them know each other too. High Familiarity Both students know each other. Topics Two photographs about different jobs. 4.2 Oral test (2nd part) Guided Task orientation Coming to an agreement based on the photographs showed by the test- taker. Interactional Interaction by coming to an agreement in pairs. relationship Goal orientation There is goal orientation through an agreement. High Interlocutor status Both students know the test-taker and both of them know each other too. High Familiarity Both students know each other Topics 4 different types of dangerous jobs. 8
  • 11. 6. Piloting The task was accomplished by two students from 4th grade secondary school. It was taken in an open space but noise was not an issue there. These students were almost at the same level of English because of the quality of their answers and the vocabulary used when being assessed. Concentrating on the first part of the task, student X and Z produced English language but some issues were present there. Fluency was the most noticeable one and this could be supported by a sort of attack of nerves when trying to begin comparing and contrasting the photos and also by the lack of vocabulary according to the topic; for instance, student Z could not explain the second job (building contractor) at first, but he reflected on that for a moment and then tried to explain with other words that he was a kind of engineer. Student X, on the other hand, was kind of relaxed but reacted by defining what the jobs were about separately without comparing and contrasting at first, but at the end of the first part of the task he started to introduce some connectors such as “like” and “while”. Both students X and Z accomplished the first part of the task in the due time. As far as the second part is concerned, both students used an appropriate vocabulary most of the time by using some connectors that reflect knowledge about comparison and contrast, but the lack of vocabulary interfered as an issue here again. The final goal in this part of the task was mainly that both students would come to an agreement on what the most dangerous job was, but the test-taker had to remind them—after the due time for the second part of the task, that they should finish by coming to an agreement so it was accomplished in 10 minutes extra out of the due time. To sum up, the task was appropriate for both students X and Z in terms of vocabulary needed according to the topic that they should know about because “dangerous jobs” is one of the topics that belong to the first semester of a fourth-grade student at that 10
  • 12. particular school. On the other hand, it is probable that the lack of use of connectors to compare and contrast the photos showed was because they were never taught those but surely because they had never been assessed in that way: two students in front of photographs where they have to compare and contrast them and even less come to an agreement with a classmate because the only way they had been tested orally was by short interactions previously planned such as dialogues, or short oral presentations such as singing a song. 11
  • 13. 7. Improvements Based on the performance of both students X&Z and the test-taker, the improvements are the following. First, both students’ performances were good considering the type of school where they are studying at and the level of English test-taker expected from them. After accomplishing the oral test both students and test-taker discussed about the results of the performance and, taking students’ viewpoints about their results it is worth to say that they did a good work considering that they had never been in that situation because their only types of oral tests were short dialogues, dissertations about famous people and some pieces of songs they had to perform in front of the class. Other thing that is worth to say is that the vocabulary they have is mainly got from English songs they usually listen to combined with that learned in class. Secondly, based on the test-taker performance, students pointed out that, in the last part of the task, the photographs should have been shown the four at once. This is a point less for the test-taker because he should foresee that issue, and make a presentation in which all the four photos were clearly seen by the students instead of showing them separately. They also pointed out that the test applied was good in terms of preparation and coherence with what they should know (vocabulary), but not in terms of context: both students pointed out that that type of English test could not be accomplished successfully in any Chilean public school because they are not prepared to do it due to the format where oral skills are not that important as grammar. 12
  • 15. Name: ………………………………………………… Total Score: ………………………………………... Rubric for the 2nd part of the task Unacceptable Poor Good Excellent (1) (2) (3) (4) The student has a clear lack of The student shows little ability to The student shows ability to interact The student shows great ability to clarity in the message given, so interact and communicate the with his classmate with little interact with his classmate with he makes the interaction and message, so it causes some problems problems to communicate the clarity so the message given is Communication agreement difficult to be to agree with his classmate in the message, although the agreement understood. The final agreement accomplished. end. could be accomplished in the end. could be accomplished with no difficulty. The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message connectors, so the message is but he shows little knowledge about the time. coherent and show clear not clear most of the time. comparison and contrast. knowledge about comparison and contrast. Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the Fluency his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear connected at all clear connection. most of the time. the message given. There is a clear problem with L1 Problems with pronunciation are The message can be understood L1 does not interference in the interference in the foreign clearly present so the message though some little problem with L1 foreign language, so the student Pronunciation language, so the message cannot be understood most of the interference in the foreign language. expresses his ideas with no cannot be understood. time. problem of pronunciation. Observations: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………
  • 16. Name: ………………………………………………… Total Score: ………………………………………... Rubric for the 1st part of the task Unacceptable Poor Good Excellent (1) (2) (3) (4) The performance of the There is a sort of connection among The student’s performance of The whole performance of student of comparing and his ideas but it is hard to understand comparing and contrasting is comparing and contrasting is Communication contrasting lack of coherent the message most of the time understood by connecting his ideas clearly understood by connecting connection, so the message is because the connectors are not with some appropriate connectors his ideas with appropriate clearly not understood. appropriate. most of the time. connectors. The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message connectors, so the message is but he shows little knowledge about the time. coherent and show clear not clear most of the time. comparison and contrast. knowledge about comparison and contrast. Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the Fluency his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear connected at all clear connection. most of the time. the message given. Observations: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………