Testing Speaking. Institut für Angewandte Didaktik. Testing Spoken English Zur Beurteilung mündlicher Leistungen im Englischunterricht

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1 Testing Spoken English Zur Beurteilung mündlicher Leistungen im Englischunterricht Institut für angewandte Didaktik Testing Speaking Zur Beurteilung mündlicher Leistungen im Englischunterricht Dr. Frank Haß, Institut für Angewandte Didaktik

2 Prinzipien guten EU Ständige Ergebnissicherung Einheit von objektiver und persönlichkeitsfördernder Beurteilung Klarheit über Funktionen von Leistungsermittlung und Leistungsbeurteilungen Ausgewogenheit von Selbst- und Fremdbeurteilung

3 Test design Role of communication Test purpose Test content Test method Response format Specifications

4 Role of communication discrete point testing integrative pragmatic testing communicative testing

5 Test purpose achievement test proficiency test

6 Test content language components skills real world task (competence)

7 Test method paper and pencil test performance test

8 Response format fixed and constructed response authentic response

9 Specifications length of material type of material source of material scoring

10 Setting the frame self assesment vs. teacher assessment degree of preparation face-to-face vs. recorded test time location

11 Elicitation techniques Questions and answers Interview Form-filling Discussion / conversation Reading a (blank) dialogue Interpreting Role play Making appropriate responses Using pictures Descriptions / instructions Oral report Retelling a story

12 Questions and answers series of questions graded in order of increasing difficulty optional cut-off different question types

13 Interview teacher learner interview learner learner interview An interview is structured. The interviewer keeps control and initiative. An interview should have different phases. phase 1: introduction and warming-up (to put examinee at ease) phase 2: find level (establish level against a specific scale) Phase 3: check-questions (above and below the established level to confirm it)

14 Form-filling teacher learner Learner and teacher fill in the form together. Teacher or learner writes in information. alternatively the learner fills in information in preparation time; form only used as basis for interview learner learner

15 Discussion / conversation teacher guided discussion / conversation material as basis for discussion Learners have to maintain and direct the discussion on their own. Information is provided in written documents. The group should come to a certain decision or consensus through discussion. assessment based on the way they express and justify their opinions and evaluate those of others; not on the factual content

16 Reading a (blank) dialogue blanks in one part The learner is given a dialogue with only one part written in. The learner gets some preparation time. The dialogue is to be read aloud. German prompts The students are directed. blanks in both parts More than one learner can work at the same time on the same dialogue.

17 Interpreting Three students can work at the same time. Roles must be changed.

18 Role play The earner has to take on a particular role. The learner has to act in this role in a particular situation. The earner is given a set of (written) instructions. using role cards role and situation specified in great detail free role play role and situation less specified

19 Making appropriate responses situations given in English The learner is given a number of short, unrelated everyday life situations. written instructions or read out or both; designed to elicit functional language (ask for information, apologize, etc.) prompts given in German

20 Using pictures The learners are given a picture / a set of pictures / a picture story. The learners describe / compare / associate / sequence the pictures or picture stories.

21 Description / instruction (and recreation) giving descriptions / instructions The learner has to describe a well-known object, a system or an everyday procedure. The learner is given a list of topics to choose from. The learner is given some preparation time. describing and recreating describing and doing

22 Oral report The learner prepares and gives an oral presentation. The learner is expected to use notes. The use of presentation media is encouraged. The speaker is expected to deal with any questions. mini-presentation with limited preparation time The learner is given a list of general topics shortly before the test.

23 Retelling a story The learner reads / listens to a text shortly before the test. The learner takes notes. The text is taken away. The learner has to retell the story in his / her own words.

24 Literatur McNamara, Tim (2000): Language Testing. Oxford: OUP Underhill, Nic (1987): Testing Spoken Language. A handbook of oral testing techniques. Cambridge: CUP

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