Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

TESTING ORAL ABILITY

No description
by

bibeeh bibah

on 13 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of TESTING ORAL ABILITY

TESTING ORAL ABILITY
WHY DO WE TEST THE ORAL ABILITY?
PROBLEM IN TESTING ABILITY
We want to set tasks that form a representative of the population of oral tasks that we expect candidates to be able to perform.
The tasks should elicit behavior which truly represents the candidates’ ability.
The samples of behavior can and will be scored validity and reliably
REPRESENTATIVE TASKS
The objective of teaching spoken language is the development of the ability to interact successfully in that language, and involves comprehension as well as production
SPECIFY ALL POSSIBLE CONTENT
The specified content of the Cambridge CCSE Test of Oral Interaction

OPERATION
Expressing
Directing
Describing
Narration
Reporting
Types Of Text
Discussion
Addressees
Interlocutor
Topics
Unspecified
Dialect, Accent and Style
Unspecified
The Categorization of The Operation (Bygate:1987)
SKILL
Informational Skills
Interactional Skill
Skill in Managing Interactions
Type Of Text
Presentation
Discussion
Conversation
Service Encounter
Interview
Other Speakers (Addressees)
May be equal or higher status
May be known or unknown
Topics
Topics which are familiar and interesting to the candidates.
Dialect
Standard British English or Standard American English
Accent
Standard American
Style
Formal and Informal
Vocabulary Range
Non-technical except as the result of preparation for a presentation
Rate of Speech
will vary according to task
ELICIT A VALID SAMPLE OF ORAL ABILITY
CHOOSE APPROPRIATE TECHNIQUES
FORMAT 1 INTERVIEW
FORMAT 2 INTERACTION WITH FELLOW CANDIDATE
FORMAT 3 RESPONSES TO AUDIO- OR VIDEO-RECORDING
FORMAT 1 - INTERVIEW
Useful techniques are :
Questions and requests for information.

Yes/No questions should generally be avoided

Requests of elaboration.

“What is exactly do you mean?”
Appearing not to understand.

In order to see if the candidates can cope with being misunderstood
Invitation to ask questions

“Is there anything you’d like to ask me?”

Interruption

To see how the candidate deals with this

Abrupt change the topic

To see how the candidate deals with this

Pictures

Single picture are particularly useful for eliciting description

Role play

Candidates can be asked to assume a role in a particular situation
Interpreting

Can test both production and comprehension in a controlled way
Prepared monologue

Used in proficiency test or achievment test
Reading aloud

FORMAT 2 – INTERACTION WITH FELLOW STUDENTS

DISCUSSION
Tasks may require the candidates to go beyond discussion and, for example, take a decision.
ROLE PLAY
Role play can be carried out by two candidates with the testers as an observer

FORMAT 3 - Responses to Audio or Video-Recording

Described situations

Remarks in isolation to respond to

Simulate conversation

PLAN AND STRUCTURE THE TESTING CAREFULLY
Make the oral test as long as is feasible

Plan the test carefully

Give the candidate as many ‘fresh starts’ as possible

Use the second tester for interviews
Set only tasks and topics that would be expected to cause candidates no difficulty in their own language

Carry out the interview in quiet room with good acoustics

Put candidates at their ease so that they can show what they are capable of

Collect enough relevant information

Do not talk too much

Select interviewers carefully and train them

ENSURE VALID AND RELIABLE SCORING
Create appropriate scales of scoring
ACCURACY
Pronunciation must be clearly intelligible even if some influences from L1 remain

SIZE
Must be capable of making lengthy and complex contribution where appropriate

APPROPRIACY
The use of language must be generally appropriate to function and to context

RANGE
A wide range of language must be avaiable to the candidate
FLEXIBILITY
There must be consistent evidence of the ability to ‘turn-take’ in a conversation and to adapt to new topics or changes of direction

CALIBRATE THE SKILL TO BE USED
Generally the same procedures are followed in calibrating speaking scales as were described for writing scales

TRAIN SCORERS (AS OPPOSED TO INTERVIEWERS)
Raters are used to score without acting as interviewers or involved in the rating of responses to audio-or video-recorded stimuli

FOLLOW ACCEPTABLE SCORING PROCEDURES

Great care must be taken to ignore personal qualities of the candidates that irrelevant to an assessment of their language ability



THANK YOU VERY MUCH....
TESTING ORAL ABILITY
OLEH:
AYU SONIA H. F
HABIBAH
IFTIKARI FAUZIA HANIFA
NURUL AISYAH
Full transcript