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Ro manian S peaking E valuation

Ro manian S peaking E valuation. Cpt. Corina Ispas Romania. Testing Speaking. From practice to perfection?. Romanian Speaking Evaluation- short history. 1998 – testing based on scripted scenario 1999 – training received from DLIELC, USA

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Ro manian S peaking E valuation

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  1. RomanianSpeakingEvaluation Cpt. Corina Ispas Romania

  2. Testing Speaking From practice to perfection?

  3. Romanian Speaking Evaluation- short history • 1998 – testing based on scripted scenario • 1999 – training received from DLIELC, USA • 1999-2004 – testing speaking in accordance with the training received (OPI) • 2002 – beginning of the new testing project (UK, USA) • 2004 – re-shaping of speaking evaluation to accommodate national needs; • 2008 – re- analyzing of the requirements to accommodate + rating and evaluation

  4. STRUCTURE OF THE TEST Warm up Core Wind down

  5. Phases of the test • Warm up - to put the examinee at ease - to give an initial idea of the examinee’s level • Wind down - to have the examinee leave the test with a feeling of accomplishment

  6. Core of the test • Level checks - confirmation of the examinee’s ability to perform the requirements of the given level; • Level probe - the examiner’s attempt to raise the level of the examinee’s language by increasing the linguistic demand on the examinee.

  7. From Old to New - From good to better ?! • Evaluation of national needs • large number of population • OPI – time-consuming (max.40 min) • difficulties in identifying certified examiners (elicitation/response chain, three way conversation…) • Face – validity • Reliability dependent on human element

  8. Test specifications • Purpose e.g. types of speaking being targeted • Tasks e.g. test method

  9. Special characteristics • Materials/ stimuli e.g. input • Length • Topics • Number/length of tasks • Channel

  10. Candidates i.e. number, characteristics Examiners i.e. role, characteristics, delivery speed

  11. Level 1 Purpose In typical everyday situations: 1. can begin, maintain and close short conversations by asking and answering short simple questions 2. can exchange greetings 3. can meet minimum courtesy, introduction and identification requirements 4. can elicit and provide predictable, skeletal biographical information 5. can communicate about simple routine tasks in work place 6. can ask for goods, services and assistance 7. can request for information and clarification 8. can express satisfaction, dissatisfaction and confirmation

  12. Level 1 • Short conversation (1, 3, 8,+/- 5) • Examinee asks questions (1, 4, 7) • Role play/situation (2, 3, 6, +/-7, 8)

  13. - begin, maintain, close short conversation (1) - meet minimum courtesy, introduction and identification requirements(3) Short conversation – example of level 1 task Do you have a family? Who are the members of your family? Do you help your (member of family) in the house? What are some of the activities you usually do? How often do you...(name the activity)? What is your favorite activity? When do you usually do this? - express satisfaction, dissatisfaction and confirmation(8) - communicate about simple, routine workplace situation (+/- 5)

  14. Warm up 2 min. Short conversation 3 min. IG 3 min. Role Play 3 ½ min Wind down 2 min.

  15. Level 2 Purpose In typical everyday social and routine workplace situations: 1. can describe people, places and things 2. can narrate current, past and future activities 3. can state facts 4. can compare and contrast 5. can give straightforward instructions and directions 6. can ask and answer predictable questions 7. can often elaborate in common daily communicative situations

  16. Level 2 • Narration and description (1, 2,+/- 3) • Compare and contrast (3, 4) • Instructions/Directions (5) • Role-play/situation (6, 7)

  17. - can state facts (+/- 3) Narration + description – example of level 2 tasks People take many courses in the military. Think of one of the courses you have attended. Tell me what you did there on the first day. Describe one of Instructors so that I can recognize him/her. - can narrate current, past and future events (2) - can describe people, places and things (1)

  18. Warm up 2 min. Narration and description 3 ½ min Compare and Contrast 3 min Instr./direction 1 ½ min Role Play 3 ½ min Wind down 2 min.

  19. Level 1-2 Basic questions on surrounding objects 3 min. Short conversation 3 min. IG 3 min. Role Play 3 ½ min Wind down 2 min. Warm up 2 min. Compare/Contrast 3 min. Instr./direction 1 ½ min Narration in the past Description 3 ½ min Role Play 3 ½ min Level 0 Level 2 Level 1

  20. Testing for level 1-2 – example of variant

  21. Level 3 In most formal and informal conversations on practical, social and professional topics: 1. can discuss particular interests and special fields of competence 2. can use the language to perform such common professional tasks as answering objections, clarifying points, justifying decisions 3. can demonstrate language competence when conducting meetings, delivering briefings, or other extended and elaborate monologues, hypothesizing and dealing with unfamiliar subjects and situations 4. can reliably elicit information and informed opinion 5. can convey abstract concepts in discussions on different topics 6. can produce extended discourse and convey meaning

  22. Level 3 • Supported opinion with descriptive prelude (1, 2, 5, 6) • Regular monologue (2, 3, 6) • Role play/situations (2, 4) • Hypothetical monologue (2, 3, 6)

  23. - discuss particular interests and special field of competence (1) Supported opinion with descriptive prelude – example of level 3 task Leadership is one of the most attractive and difficult to define of all human qualities. On The basis of your experience, what do you think makes a leader and which are the qualities and characteristics most frequently associated with leadership? Give 2-3 reasons to support your opinion. - justify decision (2) - convey abstract concepts in discussions on different topics(5) - can produce extended discourse and convey meaning (6)

  24. Warm up 2 min. Supported opinion 4 ½ min Regular monologue 3 ½ min Role Play 5 ½ min Hypothetical monologue 3 ½ min Wind down 2 min.

  25. Level 2-3 Short conversation 3 min. IG 3 min. Role Play 3 ½ min Instr./direction 1 ½ min Narration in the past Description 3 ½ min Compare/Contrast 3 min. Role Play 3 ½ min Wind down 2 min. Warm up 2 min. Support opinion 4 ½ min. Reg. monologue 3 min. Role Play 5 ½ min Hypo. monologue. 3 ½ min Level 1 Level 2 Level 3

  26. Testing for level 2-3 – example of variant

  27. RATING Scale focusing on 5 areas of “interest”: • Task Fulfilment • Lexical & Structural Control • Delivery • Output • Communication Strategies

  28. TASK FULFILMENT LEVEL 1 • Can communicate in simple everyday situations. • Functions are typically satisfied within task parameters. • Response to interlocutor/situation is sufficiently appropriate. LEVEL 2 • Can communicate in everyday social and routine workplace situations. • Functions are clearly performed within task parameters. • Response to interlocutor/situation is generally appropriate. LEVEL 3 • Can communicate in most formal and informal conversations on practical, social and professional topics. • Functions are effectively performed within task parameters • Response to audience/situation is on the whole stylistically appropriate.

  29. LEXICAL AND STRUCTURAL CONTROL LEVEL 1 Frequent errors in vocabulary and grammar. Time concepts are vague. May use only one tense or tend to avoid certain structures. Vocabulary is limited to basic needs and daily routine. LEVEL 2 Basic grammaticalstructures are typically controlled. Uses concrete vocabulary. Grammatical and/or vocabulary errors may occur. Although they may cause misunderstandings, the message is conveyed. LEVEL 3 Effectively combines structure and vocabulary to convey meaning accurately. Structural inaccuracy is rarely the cause of misunderstanding. The use of structural devices is flexible and elaborate. Able to use low frequency vocabulary to convey abstract topics. Errors may occur in low frequency vocabulary and some highly complex structures.

  30. DELIVERY LEVEL 1 Seldom speaks with natural fluency. Pronunciation, stress and intonation often distort meaning. Speech is often characterized by hesitations, erratic word order, frequent pauses, straining and groping for words. LEVEL 2 Handles the tasks with confidence but not with facility. E.g.: pauses for lexical and grammatical planning. Pronunciation, stress and intonation may distort meaning. LEVEL 3 Speaks readily and naturally in a way that is appropriate to the situation. No need to search for words and phrases. Errors in pronunciation do not distort meaning. Pronunciation may be obviously foreign.

  31. OUTPUT LEVEL 1 Can speak at the sentence level and may produce strings of to or more simple, short sentences joined by common linking words. LEVEL 2 Organizes speech in complete but simple paragraphs. LEVEL 3 Produces extended discourse.

  32. ADMINISTRATION AND RATING ISSUES- administration guide lines - two examiners - one examinee- interaction - rating process - monitoring

  33. Measures • Intensive training - refresher annual training (40 hours; 5-10 practice interviews) - annual recertification required - random observations of the evaluation process • Task development process - task developer’s network - “to…from” feedback process - field-testing of the newly created items

  34. Conclusions • Questions ??? • Thank you !

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