1. SPEAKING ASSESSMENT
Joko Nurkamto
UNS Solo
12/3/2018

2. ISSUES IN ASSESSING SPEAKING
Language proficiency versus speaking proficiency
The issue of interactivity
The issue of creating authentic conditions for speech testing
The issue of spoken genre and testing
Integrated versus discrete skills testing
The criteria for tests of speaking
12/3/2018

3. LANGUAGE PROFICIENCY VERSUS SPEAKING PROFICIENCY
In a naturally occurring spontaneous speech, interlocutors do not focus on the mechanics of their interaction but on the ideas, emotions, or information being conveyed. In a language testing, a strong focus tends to be put on the samples of language used in relation to
pre-decided criteria.
12/3/2018

4. THE ISSUE OF INTERACTIVITY
In an interactive speech, whether a candidate is asked to interact with an examiner or with another student, it is extremely hard to eliminate the effect of one speaker on another. This is in part due to the fact that good oral communication is founded on one speaker actually having an effect on another, and on the reactions and responses which take place between interlocutors.
12/3/2018

5. THE ISSUE OF CREATING AUTHENTIC CONDITIONS FOR SPEECH TESTING
In implementing test methods, examiners
must take into account their effects on the nature of discourse of responses. The challenge is to consider
how test methods can be manipulated to engage
features of natural spoken discourse. ... The relationship between the input and the expected response
should be reciprocal; that is, the speaker’s message
should have the capability of reducing uncertainty
in the listener, which in turn will allow the listener
to fashion a massage in response that reflects
the change in information.
12/3/2018

6. THE ISSUE OF SPOKEN GENRES AND TESTING
Field-specific oral tests relate to the testing of speech genres. … Some professional contexts require very specific oral language use
(for example, air traffic control and doctor-patient encounters) and tests can be designed to assess the test takers ability to communicate
in relation to typical language of
these target genres.
12/3/2018

7. INTEGRATED VERSUS DISCRETE SKILLS TESTING
Listening and speaking are theoretically
and practically very difficult to separate. Serious consideration should be given to integrate them methodologically. That is, we should consider
an oral/aural skill test, where the test taker
uses his or her communicative language ability
to produce and comprehend meanings in a variety of tasks and receives a single score
reflecting the performance.
12/3/2018

8. THE CRITERIA FOR TESTS OF SPEAKING
International English Language Testing System (IELTS)
Certificate of Proficiency in English (CPE)
Certificates in English Language Skills (CELS)
12/3/2018

9. IELTS Fluency and coherence Lexical resource
Grammatical range and accuracy
Pronunciation
12/3/2018

10. FLUENCY AND COHERENCE (IELTS)
It refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech.
The key indicators of fluency are speech rate and speech continuity.
The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices within and between sentences.
12/3/2018

11. LEXICAL RESOURCE (IELTS)
It refers to the range of vocabulary the candidate can use and the precision with which meanings and attitudes can be expressed.
The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute with or without noticeable hesitation.
12/3/2018

12. GRAMMATICAL RANGE AND ACCURACY (IELTS)
It refers to the range and accurate and appropriate use of the candidate’s grammatical resource.
The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structure.
The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error.
12/3/2018

13. PRONUNCIATION (IELTS)
It refers to the ability to produce comprehensible speech to fulfill the speaking test requirements.
The key indicators are the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence.
12/3/2018

14. CPE Discourse management Lexical resource Grammatical resource
Pronunciation
Interactive communication
12/3/2018

15. DISCOURSE MANAGEMENT (CPE)
It refers to the ability to link utterances together
to form coherent monologue and contribution to dialogue. The utterances should be relevant to the tasks and to preceding utterances
in the discourse. The discourse produced
should be at a level of complexity appropriate to CPE level and the utterances should be arranged logically to develop the themes or arguments required by the tasks.
12/3/2018

16. LEXICAL RESORCE (CPE) It refers to the candidate’s ability
to use a wide and appropriate range of vocabulary to meet task requirements.
At CPE level the tasks require candidates
to express precise meaning, attitudes
and options and to be able
to convey abstract ideas.
12/3/2018

17. GRAMMATICAL RESORCE (CPE)
It refers to the accurate application of grammar rules and the effective arrangement of words in utterances.
At CPE level a wide range of structures should be used appropriately
and competently.
12/3/2018

18. PRONUNCIATION (CPE)
It refers to the ability to produce easily comprehensible utterances. Articulation of individual sounds is not required to be native speaker-like but should be sufficiently clear for all words to be easily understood. An acceptable rhythm of connected speech should be achieved by the appropriate use of strong and weak syllables, the smooth linking of words and
the effective highlighting of information-bearing words. Intonation should be used effectively
to convey meaning.
12/3/2018

19. INTERACTIVE COMMUNICATION (CPE)
It refers to the ability to take an active part in the development of the discourse, showing sensitivity to turn taking and without undue hesitation. It requires the ability to participate competently in the range of interactive situation in the test and to develop discussion on a range of topics by initiating and responding appropriately. It also refers to the deployment
of strategies to maintain and repair interaction
at an appropriate level throughout the test.
12/3/2018

20. CELS Discourse management Grammar and vocabulary Pronunciation
Interactive communication
12/3/2018

21. THANK YOU
12/3/2018