Transcript Diapositiva 1

Testing Oral Ability
Language Testing
C. Aprilianti N. (69100008)
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.
REPRESENTATIVE TASKS
• Specify all possible content
• Include a representative sample of the
specified content when setting tasks
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 • Interaction with fellow candidates: discussion
• Role play
2
• Responses to audio- or video-recordings: described
Format
situations
3
• Remarks in isolation to respond to, simulated conversation
ELICIT A VALID SAMPLE OF ORAL ABILITY
• 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.
10. Select interviewers carefully and train them.
ELICIT A VALID SAMPLE OF ORAL ABILITY
STAGE 1
Background and
overview
STAGE 2
Assigning
candidates to
levels
STAGE 3
Conducting
interviews
STAGE 4
Assessment
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
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.