1. TESTING ORAL ABILITY

2. ORAL ABILITY Interact successfully ComprehensionProduction

3. EVALUATION CRITERIA Evaluation should be conducted when students engage in their prepared conversations.

4. PERFORMANCE LEVEL OUTSTANDING VERY GOOD SATISTACTORY LIMITED VERYLIMITED

5. Choose the appropriate techniques Formats Interview Interaction with fellow candidates Responses to audio/video recorded stimuli

6. Format 1 - Interview Traditional form Relationship tester- candidate One style of speech is elicited

7. Questions and requests for information TryAvoid Requests for elaboration Appearing not to understand Invitation to ask questions Interruption & abrupt changes of topic Yes/No questions

8. Pictures Elicit descriptions Elicit descriptions

9. Role play Elicit other language functions Elicit other language functions Does it really elicit natural language?

10. Interpreting Test production and comprehensio n Test production and comprehensio n What do you think? Is it always feasible?

11. Prepared monologue Should be used only when the candidate needs the ability to make prepared presentations Should be used only when the candidate needs the ability to make prepared presentations

12. Reading aloud Should be used only when the reading ability is a course objective Should be used only when the reading ability is a course objective

13. Format 2 – Interaction with fellow candidates - Elicit language appropriate to exchanges between equals - Better performance - More confidence The performance of one candidate is likely to be affected by that of the others -Avoid more than groups of two people -Pairs should be carefully matched

14. DiscussionRole play

15. Format 3 – Responses to audio/video recordings - Uniformity of elicitation - Everybody receives the same information Inflexible

16. Described situations Remarks in isolation to respond to Simulated conversation You are walking through town one day and you meet two friends who you were sure had gone to live in the USA. What do you say? The candidate hears, ‘I’m afraid I haven’t managed to fix that cassette player of your yet. Sorry’. The candidate is given information about a play which they are supposed to want to see, but not by themselves. The candidate is told to talk to a friend, Ann, on the telephone, and ask her to go to the theatre. The candidate hears a what Ann would say in the conversation.

17. Plan & structure the testing carefully Time of the test: as long as feasible Have a pattern to follow Give as many “fresh starts” as possible Avoid reminding candidates they are in a test Use second tester for interviews Set tasks & topics that cause no difficulty in the candidates’ first language Carry out the test in a quiet room Put the candidates at their ease so that the can show what they are capable of Collect enough relevant information Do not talk too much Select interviewers carefully & train them

18. FLUENCY OF SPEECH: Based upon the smoothness, not speed, and take into account use of hesitancy in conversation. Based upon the smoothness, not speed, and take into account use of hesitancy in conversation.

19. PHRASING: The grouping of words in meaningful phrases. The grouping of words in meaningful phrases.

20. LISTENING COMPREHENSION: This phase of evaluation is initially tested during the prepared conversation section of the exam. This phase of evaluation is initially tested during the prepared conversation section of the exam.

21. PRONUNCIATION: Where it hinders communicative understanding. Where it hinders communicative understanding.

22. EXPRESSION: Use of tone, inflection, intonation, and volume. Use of tone, inflection, intonation, and volume.

23. RATING SCALE TO TRACK ORAL PARTICIPATION PERFORMANC E LEVEL FLUENCYPHRASINGCOMPREHENSIONPRONUNCIATIONEXPRESSION 5. Outstanding 4. Very good 3. Satisfactory 2. Limited 1. Very limited

24. ORAL PRODUCTION EVALUATE: Content Evaluation: Knowledge of students. Content Evaluation: Knowledge of students. Process Evaluation: Actions, behaviors, skills, or strategies of students. Process Evaluation: Actions, behaviors, skills, or strategies of students. Product Evaluation: What students create to demonstrate their understanding of language content and processes. Product Evaluation: What students create to demonstrate their understanding of language content and processes.

25. MATCH TESTS TO THE CONTENT Tests will measure students' achievement. Tests will measure students' achievement. Test items should be based on the content and skills. Test items should be based on the content and skills. To keep track of how well tests reflect results, construct a grid. To keep track of how well tests reflect results, construct a grid.

26. TRY TO MAKE TESTS VALID, RELIABLE, AND BALANCED A test is reliable if it accurately and consistently evaluates student's performance. A test is reliable if it accurately and consistently evaluates student's performance. Ambiguous questions, unclear directions, and vague scoring criteria threaten reliability. Ambiguous questions, unclear directions, and vague scoring criteria threaten reliability. Very short tests are also unlikely to be highly reliable. Very short tests are also unlikely to be highly reliable. Oral production should be balanced. Oral production should be balanced.

27. “The learning products only become aspects of the intelligence when they are organized, recoverable, generalizable and transferable to new problematic situations.” EYSENCK,H.J.(1983)