1. 1.Some considerationsregarding oral exams2.Why must we give an oralexam?3.What we are doing now4.What we should be doing5.Rubrics are a must

2. I evaluate my studentsspeaking skills by _____.The criteria I use to grademy students oralcommunication skills are_____.The problems andchallenges I have withevaluating my studentsoral skills are _____. 3. Tasks resemble whatpeople do in real life. Performance needs to bespontaneous. Examination tasks are notprepared in advance. Ss language ability needassessing in differentspeech contexts. 4. One-way information flowtasks: describing experiences,events, activities, habits,plans, people; comparing and contrastingpictures; sequencing activities, events,pictures; giving instructions ordirections. 5. Two-way information flowactivities: transactions to obtaingoods and services, casual conversations, informal or formaldiscussions, interviews, etc. 6. The third wheelTake a picture card and findthe other two people whomatch your group.Ex.: Batman, Robin &Catwoman 7. Discuss in your groups:Why should we do oralexams?(come up with at leastthree answers) 8. For Ss to demonstrate:1.Knowledge2.Ability to communicate3.They can interact4.They can manage language5.Balance accuracy andfluency 9. Work in pairs. Look at thefollowing statements.Discuss with your partner.Are the statements true orfalse? Explain yourdecision. 10. 2.Good speaking tasks try to1.Speaking tasks can be3.In role play tasks bothreplicate real life languageuse.used with any studentirrespective of their level ofproficiency.students should have anopportunity to contributeequally to the exchange. 11. 5.Speaking tasks should6.Any classroom teacher4.activities ingenerate a rateablelanguage sample fromcandidates.can write speaking tasksfor assessment purposes.course books can be usedas test tasks. 12. Speaking tasks should: measure intended level andskills; provide scope for Ss toperform; provide Ss with opportunityto contribute equally ; 13. Speaking tasks should: replicate real life languageuse; explore topics Ss canexpress an opinion; generate rateable languagesample from Ss. 14. Tell a story or personalanecdoteSs tell a story they make upor a true story aboutsomething that hashappened to them. 15. Tell a story orpersonal anecdoteTell me about a holiday you had.Tell me about a difficult journey youhad.Tell me about a perfect day youvehad.Tell me about a special event inyour life. 16. Information gapactivitiesA student looks at someinformation and another looksat different information andthen they talk and exchangethe information. 17. Information gapactivitiesStudent A: Look at the informationabout films at the local cinema.Listen to your partners questionsand use the information to answerthem.Student B: Look at the informationabout films at the local cinema andask your partner questions to findout more about the films. 18. DiscussionsPresent Ss with a topic thathas pros and cons, oradvantages anddisadvantages. 19. Discussions Young people under 15shouldnt use mobile phones. There shouldnt be anyadvertising on TV duringchildrens programs. Famous celebrities shouldntcomplain if the paparazzi takephotos of them every day. It is the childrens responsibilityto look after their parents whenthey get 20. Talk about a photoPresent Ss with a picture of anysort.Ss can describe the picture.Invent a story based on it. 21. Talk about a photo 22. I usually grade Ss on:PronunciationFluencyStructureVocabularyComprehensionBut I apply the ojo de buencubero 23. Lets group up: 24. Notes on Assessing Speaking; B.OSullivan; 2008 5 Keys to Designing and ConductingEffective ESL Speaking Tests; C.Pesce; 2012 Into Europe: The SpeakingHandbook; I. Cspes, G. Egyd; Assessing speaking skills: aworkshop for teacher development;Ben Knight; ELT Journal Volume46/3 July 1992 Task difficulty in speaking tests; G.Fulcher, R. M6rquez Reiter;Language Testing; 2003 http://learnenglishteens.britishcouncil.org/exams/speaking-exams/fluency 25. destrell@espol.edu.ec