Group3

TESTINGSPEAKING
Gino
Wahyu
Komang
Riana
Dini

Outline

5
Introduction
4
3
2
1
Difficulty of Testing Speaking
5 Main Components of Speaking
Tasks of TSE
Techniques of TSE
6
Standardized & Teacher-made Tests

TSE Scoring & Rating
8
7
Conclusion
GeneralOverview:
Theaimofspeakingtestistoencouragelearnerstospeakby
giving them something to speak about; the design of the
marking system will ensure that it rewards the oral proficiency
andnotthemoregeneralskillofthelearner(Underhill)

Speaking test involves tasks as the means by which we can

elicit a sample of language that can be scored. Tasks need to
be designed or selected for use that will strengthen the
inferences that we can make from scores to constructs
(Fulcher)

TSEhasbeenthemostthemostdifficulttasktoaccomplishas
it tries to measure the spoken language production which
involves other prerequisite skills of listening, grammar,
phonology, pronunciation, vocabulary and communication skill
orhowtogetmessage(Harris)

The Difficulties of Testing Speaking

Involve combination of skills, but not related to each other
Speaker can make sound but senseless, understand
grammar and phonology but cant get the message across
Interdependency between speaker and listener makes it
difficult to analyze what skill is being tested in 1 time
Speaking comprehension depends on other factors, i.e.
accent, background knowledge
The examiner has to make subjective judgment as quickly
as possible (if it is recorded it cant recaptured the full
context of actual situation)
The administration problem (to test large numbers of
students in the limited time)
Pronunciation
Vocabulary
Comprehension Fluency
Grammar
Task in TSE
goal, input, activity, teacher role, learner role and
settings
Nunan, 1989
The primary concern in designing a test task is to elicit
enough speech to allow a rating to take place.
Valette 1977: 152
The means by which we can elicit a sample of language
that can be scored
Fulcher, 2003: 50
Important Points to Consider
Consideration
Task
Difficulty
Task
Types
Communi
-cation
Goal
Interaction
Activity
Purpose
Task Description Framework
Task Orientation
Interlocutor Status
& Familiarity
Interactional
Relationship
Topic(s)
Goal
Orientation
Situation
YOUR TEXT HERE
Open, Guided, Close Interactional/Non
Interactional
None, Convergent,
Divergent
YOUR TEXT HERE
No interlocutor,
Higher status, lower status,
same status, degree of
familiarity with interlocutor
Any topic Any Situation
TASK
Reading Blank Dialogue
Please give appropriate response based on my instruction.
You are at the counter of a movie theatre. You want to buy tickets.
Worker: Good afternoon. Can I help you?
(You want to know if they are selling HOME ALONE - 4 tickets.)
You: ..
Worker: Well, weve sold all the tickets. But we have tickets for two other movies.
(Ask what movies they are.)
You: ..
Worker: They are Harry Potter - 3 and The lion, the wardrobe and the witch.
(You want to know what kind movie The Lion, the Witch and the Wardrobe is.)
You: ..
Worker: It is based on a fairy tale. It is very popular in the US and the European countries.
(Say, you prefer that one and ask for the price.)
You:
Worker: It is 1500 Tugriks.
(Say you want to buy 2 tickets for today.)
You:
Worker: Sorry, were sold out. We have tickets for tomorrow.
(Say you dont have time tomorrow and ask for Saturday tickets.)
You: ..
Worker: Ok, for which showing would you like tickets? For 2:45 or 4:15?
(Tell her for which showing you want your tickets.)
You: ..
Worker: Here you are. Your two tickets.
(Thank the lady.)
You:

Task Description
Task Orientation
Interactional
Relationship
Goal Orientation


Interlocutor Status
& Familiarity


Topic


Situation
Techniques in
Testing Speaking (1)
Reading Aloud
Conversational Exchanges
Testing Speaking Using Visual Material
Role Play Test
Group or Pair Activities
Oral Interviews:
a. Unstructured interviews
b. Highly-structured interviews
Paper and pencil objective tests
Techniques in
Testing Speaking (2)
Discussion
Oral Report
Learner-learner joint discussion/decision making
Learner-learner description and recreation
Form-filling
Making Appropriate Responses
Question and Answer
Reading Blank Dialogue
Using A Picture Story
If speech is to be scored it is clear
that we should be aware of what
kind of language we expect from
the tasks chosen for the test.
Scoring rubric is defined as a
scale for the description of
language proficiency consisting
of a series of constructed levels
against which a language
learners performance is judged.
Scoring Method and The Need of
Rubrics in Rating TSE
Example of a Standardized TSE (Using Map)
Scoring Method:
-Criteria for correctness
-Procedures for scoring the response
-Explicitness of criteria and procedures

Rubric design for Scoring TSE:
1. Creating rubrics of scoring
2. Example of rubrics

Example of a Teacher-made Test
Comments or suggestions
to improve the test
The criteria for scoring need to
consider aspects of pronunciation,
grammar, Vocabulary, Fluency and
Comprehension
The need to use wider ranger of
score 1-5 instead of 3-5
The need to clarify the scoring
procedures


Examples of the modified
version of the test
?????
CONCLUSION
Though speaking is a particularly difficult skill to
assess, there are methods that can be employed
to create situations that elicit speech and
methods of assessing the test-takers' speech
that are reasonably reliable. Testing speech is
important for its backwash effect, even if the
method of testing and of assessment are not as
perfect as they might be.

Do you have
any questions?