1. Testing for Language Teachers
Testing Oral Ability
TESTING FOR LANGUAGE TEACHERS by Arthur Hughes
Testing for Language Teachers

2. Basic Problem in Testing Oral Ability
Tasks that form a representative sample 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 validly and reliably.
Testing for Language Teachers

3. Testing for Language Teachers
REPRESENTATIVE TASKS
We will begin by looking at the specified content of the Cambridge
CCSE Test of Oral Interaction
1.Operations
- Expressing
- Directing
- Describing
- Eliciting
- Narration
- Reporting
Testing for Language Teachers

4. Testing for Language Teachers
2. Types of text Discussion 3. Addressees ‘Interlocutor’ (teacher from candidate’s school) and one fellow candidate 4. Topics Unspecified 5. Dialect, Accent and Style Also unspecified It can be seen that the content specifications are similar to those for the Test of Writing
Testing for Language Teachers

5. ELICIT A VALID SAMPLE OF ORAL ABILITY
Choose appropriate techniques
Format 1
Interview: questions and requests for information, pictures, role play
Interpreting, prepared monologue, reading aloud
Format 2
Interaction with fellow candidates: discussion
Role play
Format 3
Responses to audio- or video-recordings: described situations
Remarks in isolation to respond to, simulated conversation
Testing for Language Teachers

6. Testing for Language Teachers
Plan and structure the testing carefully 1. Make the test as long as feasible. 2. Plan the test carefully. 3. Give the candidate as many ‘fresh starts’ as possible 4. Use a second tester for interviews. 5. Set only tasks and topics that would be expected to cause candidates no difficulty in their own language. 6. Carry out the interview in a quiet room with good acoustics. 7. Put candidates in their ease so that they can show what they are capable of. 8. Collect enough relevant information. 9. Do not talk to much Select interviewers carefully and train them.
Testing for Language Teachers

7. Background and overview STAGE 2 Assigning candidates to levels
Conducting interviews
STAGE 4
Assessment
Testing for Language Teachers

8. ENSURE VALID AND RELIABLE SCORING
Create appropriate scales for scoring
Calibrate the scale to be used
Train scorers (as opposed to interviewers)
Follow acceptable scoring procedures
Testing for Language Teachers

9. Testing for Language Teachers
CONCLUSION
The accurate measurement of oral ability is not easy.
To obtain valid and reliable results, it takes considerable time and effort including training.
The appropriateness of content, of rating scales levels, and of elicitation techniques used in oral testing will depend upon the needs of individual institutions or organizations.
Testing for Language Teachers