ASSESSING SPEAKING IN THE CLASSROOM Lynn Mallory November
ASSESSING SPEAKING IN THE CLASSROOM Lynn Mallory November 17, 2014
Warm up 1. 2. 3. Complete the following sentences on your paper. The purpose of testing is ______ Tests help students _______ A good speaking test should _____
Sharing (Musical papers) As the music plays, pass your paper to the right. When the music stops, please read the paper you are holding. Make at least one comment about what the person has written. Repeat when the music begins.
Learning objectives n SWBAT state their opinions about the importance and role of tests in their classroom. n SWBAT explain what a rubric is and practice making test rubrics. n Design a “retelling” speaking test AND a level placement test.
What does speaking consist of? e Flu ncy Vo ca bu lar y m r ma Lis am Gr g in ten ills k s o /C What should we assess? p. on ciati n u n o Pr
Classroom based tests should… n Be non–threatening n Be focused on “real situations” and the process of learning. n Provide big picture. n Emphasize thinking skills. n provide information for teachers, students, and parents.
THE GOLDEN RULE! Test what the student CAN do NOT What the student can’t!
Partner work With your partner, make a list of as many types of speaking activities as you can. http: //fc 05. deviantart. net/fs 71/f/2013/244/4/f/brainstorm_time_by_vibafleischer-d 6 kojal. jpg
YOUR TESTS SHOULD MATCH YOUR ACTIVITIES! Why?
Types of speaking assessments Individual interview presentation retelling Paired interaction role play question/answer format Group project presentation problem solving task
Advantages and disadvantages of an interview + tester’s control over interaction + opportunity for an examinee to show the range of their speaking skills - it is costly in terms of tester’s time - interviewer’s power over an examinee
Advantages and disadvantages of paired formats + Test-takers have more control over the interaction + Student produce much richer and more varied language + Less anxiety from test-takers + Practical: time-efficient - Cannot control the how students affect each other - Must make specific grading criteria Adapted from:
Advantages and disadvantages of group formats + Well-received by learners (fun) + Support peer learning - Difficult to administer and manage (size of the groups and mixture of learners’ abilities) - Difficult to monitor the progress Adapted from:
How can I choose? Ask yourself… 1. What do I want to find out if my students can do? (objectives) 2. How have I been teaching this concept? (classroom activities) 3. How much time do I have? (constraints) 4. What type of data do I want to gather? (feedback) This information will affect the type of activity and how you grade it.
Group work At your table, have one person choose a slip of paper from the cup. Read the situation out loud to the group. Each person in the group should ask one of the “choosing” questions. If the information is not provided on the paper, then you should decide on the answer as a group. Make a plan for how this teacher can assess her students. If you have time, repeat the process.
Homework Take one of the lesson plans you have made and design an assessment for one of the speaking objectives. BE READY TO SHARE YOUR IDEA TOMORROW!
DAY TWO
Warm-up Share the assessment you planned with your partner. Partners should ask you the questions. Switch roles. Questions to ask 1. What do you want to find out if your students can do? (objectives) 2. How have you been teaching this concept? (classroom activities) 3. How much time do you have? (constraints) 4. What type of data do you want to gather? (feedback)
Review – Thumbs up/down Assessments should make students afraid. Students should be allowed to practice for speaking assessments. Assessment can be formal or informal. Partner work can never be an assessment. Tests should show much the student doesn’t know about a subject. Assessments should match your classroom activities.
Classroom based tests should… n Be non–threatening n Be focused on “real situations” and the process of learning. n Provide big picture. n Emphasize thinking skills. n provide information for teachers, students, and parents.
Basics 1 – Making a rubric What is a rubric? "a scoring tool that lists the criteria for a piece of work or 'what counts. ' " -- Heidi Goodrich 2 -3
Rubric parts Criteria – What you are grading Descriptors -- The definition of each level Descriptors
Writing good descriptors Ask yourself What is excellent for that criteria? What specific vocabulary or structures do I want to hear? How many times? Criteria Uses prepositions of place correctly Complete sentences Level 4 Uses three or more prepositions in their description Level 3 Level 2 Level 1 Uses two prepositions in their description Uses only one preposition in their description or incorrectly uses prepositions Does not use any prepositions correctly in their description
Fill in the rubric with descriptors Fluency Limited some Pronunciation unclear Parts clear Vocabulary limited adequate Effort poor fair good Mostly clear Well Developed Very clear sound extensive Good excellent
Assessing through an Interview n Students know the questions and have practiced. n Design the rubric. n Select 4 questions to ask a student. n Score the student based on their response.
Oral Assessment using retelling Retelling is a powerful way to fully assess a student’s ability to produce language. It shows with validity that a student understands the language used and most importantly, can use it. ___________________ 1. List the main ideas of the story. 2. Design a rubric or storytelling checklist. 3. Ask the student(s) to retell the story. 4. Check all ideas that the student successfully retells/relates. 5. Total the score.
Checklist Major Ideas: Heungbu / Nolbu Two brothers, one good , one bad. Heungbu asks for food. Nolbu refuses. A swallow comes. Heungbu helps. Gets a seed. 3 pumpkins grow. Treasure comes out. Nolbu is jealous. Does the same. Monsters come out. Heungbu helps Nolbu changes. They live happily. Score 1 2 3
Oral Assessment using “sequencing” – HOW TO……. 1. 2. 3. 4. 5. Explaining “how to” do something is an excellent way to assess student speaking ability. ________________ List the main steps. Teach / practice. Design a checklist. Ask the student(s) to explain “how to. . . ” Check all steps that the student successfully retells/relates. Total the score. 4
Checklist Steps: How to make a ham sandwich Get two slices of bread. Put mayonnaise on one. Put ham on top of the mayonnaise. Put the second piece of bread on top of the ham. Eat the sandwich! 1 2 3
Beware of “narrow” testing
Be Careful! § Assure all students understand the criteria of assessment (the rubric) Pre Test § Did you teach enough, the required content? § Check for “Silent Period” During Testing § Provide a proper environment / warm up. § Test what you taught! § Give students specific feedback Flood & Lapp, 1992 After Testing § allow for a retake. Praise!
“one teaches, two learn. ” ddeubel@gmail. com http: //eflclassroom. ning. com
Business/Homework Put your action plan in place this week! Begin putting your portfolio together. 1. 2. a) b) c) d) e) 3. You will need 3 lesson plans Revised action plan Data (chart, or scores, or checklist) Results (2 paragraphs explaining what happened) Reflection/plan for future action Schedule a time for Udval and Lynn to visit your classroom.
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