testing oral ability testing for language teachers by arthur hughes testing for language teachers

Testing for Language Teachers

Testing Oral AbilityTESTING FOR LANGUAGE TEACHERS by Arthur Hughes


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

We will begin by looking at the specified content of the Cambridge

CCSE Test of Oral Interaction

1.Operations

- Expressing

- Directing

- Describing

- Eliciting

- Narration

- Reporting


2. Types of text

Discussion

3. Addressees

‘Interlocutor’ (teacher from candidate’s school) and one fellow candidate

4. Topics

Unspecified

5. Dialect, Accent and Style

Also unspecified

It can be seen that the content specifications are similar to those for the Test of Writing


ELICIT A VALID SAMPLE OF ORAL ABILITY

Choose appropriate techniques•Intervie

w: questions and requests for information, pictures, role play

•Interpreting, prepared monologue, reading aloud

Format 1

•Interaction with fellow candidates: discussion

•Role play

Format 2

•Responses to audio- or video-recordings: described situations

•Remarks in isolation to respond to, simulated conversation

Format 3


• Plan and structure the testing carefully1. Make the test as long as feasible.2. Plan the test carefully.3. Give the candidate as many ‘fresh starts’ as possible4. 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.


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.

testing oral ability testing for language teachers by arthur hughes testing for language teachers

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