DIMENSIONS OF LANGUAGE ASSESSMENT
CHAPTER 9 ASSESSING READING ASSESSING READING
C. DESIGNING SPEAKING TASKS
Before designing a speaking task, some considerations should be taken into account such as the stages of task construction involving what to test, writing the test specification, writing the actual test and also the language of the task instruction. Brown and Abeywickrama outline three main considerations when assessing speaking.
No skill of oral production can be isolated in every speaking task.
Aural understanding and maybe reading are generally required at the same time.
It might be difficult to remember the exact criteria you've set for a task since, beyond the word level, spoken language provides test-takers with a variety of useful alternatives. Ascertain that your elicitation prompt fulfills its objectives as precisely as possible.
Because of these two aspects of oral production evaluation, it's critical to properly define scoring rubrics for responses so that you may obtain the highest possible reliability index.147
In terms of scoring criteria, when assessing complex learning outcomes for speaking skills particularly in the form of extensive speaking tasks, a scoring rubric with clearly defined constructs and criteria
146 Ibid.
147 Brown and Abeywickrama, Language Assessment Principles and Classroom Practices.
164 Language Learning Assessment: Linking Theory to Practice
should be employed. Teachers may use good rubrics to prevent confusing the task or activity with the learning goal, and therefore conflating task completion with learning. Furthermore, rubrics' criteria and performance- level descriptions assist students in understanding what the intended performance is and how to achieve it.
Table 19: Oral Proficiency Scoring Rubric148 Grammar Vocabulary Comprehension
I Errors in
grammar are frequent, but speaker can be understood by
a native
speaker used to dealing
with foreigners attempting
to speak his or her
language.
Speaking vocabulary
inadequate to express
anything but the most
elementary needs.
Within the scope of very limited language experience, Can understand
simple questions and statements if delivered with slowed speech, repetition,
or paraphrase.
II Can usually handle
elementary constructions quite accurately
but does
not have
thorough or confident control
of the
grammar.
Has speaking vocabulary
sufficient to express oneself simply with some circumlocutions.
Can get the gist of most
conversations of nontechnical
subjects (i.e., topics that require no
specialized knowledge).
III Control of
grammar is
Able to speak the language
Comprehension is quite
148 Ibid.
Kasyfur Rahman, M.Pd. 165 good. Able to
speak the
language with sufficient
structural
accuracy to participate
effectively in most formal and informal
conversations on practical,
social, and professional topics.
with sufficient vocabulary
to participate effectively in most formal and informal
conversations on practical,
social, and professional topics.
Vocabulary is broad
enough that he or
she rarely
has to grope for a word.
complete at a normal rate
of speech.
IV Able to use the language
accurately on all levels
normally
pertinent to professional needs. Errors in grammar are quite rare.
Can understand and
participate in any conversation
within the
range of one’s experience
with a high
degree of
precision of vocabulary.
Can understand any conversation within the
range of one’s experience.
V Equivalent to that
of an
educated native speaker.
Speech on all levels is fully accepted by educated native speakers in all its features
including breadth of
Equivalent to that of an
educated native speaker.
166 Language Learning Assessment: Linking Theory to Practice
vocabulary and idioms,
colloquialisms, and
pertinent cultural references.
Fluency Pronunciation Task Achievement
I No specific
fluency
description. Refer
to other
four language
areas for
implied level of fluency.
Errors in
pronunciation are frequent but can be
understood by a native
speaker used to dealing
with foreigners attempting
to speak his or her
language.
Can ask and answer questions on very familiar
topics. Able to satisfy
routine travel needs and
minimum courtesy requirements.
(Should be
able to order a simple
meal, ask for shelter or
lodging, ask for and give
simple directions, make
purchases, and tell time.)
II Can handle with confidence
but not with facility most social situations, including
introductions and casual
Accent is
intelligible
though often quite faulty.
Able to satisfy routine
social demands and work
requirements; needs help
in handling any complication or
Kasyfur Rahman, M.Pd. 167 conversations
about current events, as well as work,
family, and autobiographical information.
difficulties.
III Can discuss particular
interests of competence with reasonable ease.
Rarely has to
grope for
words.
Errors never interfere with understanding
and rarely
disturb the native speaker.
Accent may be obviously
nonnative.
Can participate effectively
in most formal and informal
conversations on practical, social, and professional topics.
IV Able to use the language
fluently on all levels
normally
pertinent to professional
needs. Can
participate in any conversation
within the
range of one’s experience
with a high degree of fluency.
Errors in
pronunciation are quite rare.
Would rarely be
taken for a
native speaker but can
respond
appropriately even in unfamiliar situations.
Can handle informal interpreting from
and into
language.
V Has complete
fluency in
the language such that
Equivalent to and fully
accepted by educated
Speaking proficiency equivalent to that of an
educated native
168 Language Learning Assessment: Linking Theory to Practice
speech is fully accepted by educated native speakers.
native speakers. speaker.