Assessment in the CSWE
Professional Development Kit
Speaking
Developed by Marian Hargreaves for NEAS 2013
© NEAS Ltd 2014
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Aims of this workshop
• To consider issues specific to assessing
speaking skills
• To develop skills in designing and developing
assessment tasks for speaking skills for the
CSWE
• To validate materials for a speaking
assessment task
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Specific issues related to assessing
speaking: the sections of this
presentation
1. Designing the task
2. Administering the task: issues relating to the
interlocutor
3. Assessing the learner: issues relating to
rating/reliability
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1. Designing the task
• Requirements of the Learning Outcome need
to be explicit
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CSWE 2 Module C LO 2 Participate in a spoken
transaction for information/goods and services
Assessment criteria
1. Participate effectively in a spoken transaction to obtain information or
goods and services.
2. Initiate transactional exchange or respond to opening appropriately.
3. Request information or goods and services using questions or
statements - wh and yes/no questions.
4. Explain requirements/needs.
5. Respond to requests for information appropriately.
6. Record relevant details.
7. Use appropriate strategies.
8. Close transactional exchange or respond to closing appropriately.
9. Use appropriate vocabulary.
10. Pronounce key vocabulary and formulaic expressions/utterances with
sufficient sound clarity and stress to be intelligible to the interlocutor.
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Designing the task cont.
•
•
•
•
Opportunity to meet requirements
Context and motivation
Collaborative/non-collaborative speech acts
Comparability
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Learner card 1
You want information about English classes for yourself. You inquire at a local teaching centre.
Ask about the following and write the information in the spaces provided.
Cost _______________________________________________________________________________________
Starting dates_______________________________________________________________________________
Class times _________________________________________________________________________________
Length _____________________________________________________________________________________
Class size __________________________________________________________________________________
Certificate __________________________________________________________________________________
Learner card 2
You want information about English classes for yourself. You enquire at a local teaching centre.
Ask for the information you need and write it on the lines below.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Designing the task cont.
• Planning and pre-teaching
integrated program
practice
peer-assessment
formative evaluation
constructive feedback
familiarity
informal assessment
using recording for pre-teaching and preparation
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2. Administering the task
• Interlocutors and raters/assessors
• The Interlocutor
– Who is an interlocutor?
– What qualities and skills does an interlocutor
need?
– What qualifications and experience does a
successful interlocutor need?
– What are the responsibilities of an interlocutor?
– General advice to interlocutors
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Administering the task cont.
• Recording
– equipment: tape recorder or digital?
– labelling
– administration
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3. Assessing the learner
• Rating/reliability
Assessment grid
Raters – inter rater; intra-rater
Interpretation and moderation
• Intelligibility
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Intelligibility: questions to consider:
• Difference recognisable/ intelligible?
• Is there a scale of intelligibility?
• How do you account for listener factors?
– Familiarity
– Sympathy
– Interlocutor knowledge of the task/cues
• How do you identify sound clarity?
• Does pausing and intonation only matter at
CSWE 3?
• How do you help less experienced teachers cope
with assessing pronunciation?
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Feedback
•
•
•
•
•
An important part of the learning process
Written/verbal
Individual/group
Confidential
Security of materials for summative
assessment
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Activities
• Activity 1. Brainstorming
• Activity 2. Build a bank of materials
(Preliminary and CSWE I)
• Activity 3. Designing a task for CSWE II G2
Participate in a simple interview
• Activity 4. Design a task for CSWE III C2
Negotiate a complex spoken exchange
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Reminder!
• Validity
• Reliability
• Practicality
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Resources and References
• City & Guilds, Guide to Interlocutors, 2008.
www.cityandguilds.com
• Hargreaves, M. Professional Development Kit for
Assessment Task Development, 2008.
• Yates, L. Pronunciation, professional
development and assessment. Workshop
presentation, 2010.
• Yates, L, Springall, J. Assessing Intelligibility,
2008.
• CSWE II G2 Assessment Grid
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