Assessing Speaking

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ASSESSING
SPEAKING
PRESENTED BY :
 Anak
Agung Gde Rai Wirawan
Yulianingsih
 Ida
Ayu Litha Yusnia Dewi

Ni Made Yuliartini
Speaking is a productive skill that can be directly
and empirically observed, those observations are
invariably colored by the accuracy of effectiveness
of a test-taker’s listening skill, which necessarily
compromises the reliability and validity of an oral
production test
Assessing
Speaking
Extensive
Imitative
Responsive
Imitative
Phonepass
A popular test that use imitative production task
is phonepass, a widely used, commercially
available speaking test in many countries
Intensive
Speaking
Sentence/ Dialogue
Completion Tasks
Test-takers are first given time to
read through the dialogue to get its
gist and to think about appropriate
lines to fill in.
Direct Respon
The test administrator
elicits a particular
grammatical form or a
transformation of sentence
Read-aloud
Intensive reading-aloud
tasks include reading
beyond the sentence level
up to a paragraph or two
Picture-Cued Tasks
One of the more popular ways to elicit
oral language performance at both
intensive and extensive levels is a
picture-cued stimulus that requires a
description from the test-takers
Translation
Translation is a part of our tradition
in language teaching that we tend to
discount or disdain, if only because of
our current pedagogical stance plays
down its importance.
Responsive
Giving Instructions
and Directions
Question and
Answer
Question and answer task can
consist of one or two questions
from an interviewer, or they can
make up a portion of a whole
battery of questions and
prompts in an oral interview
This type of assessment entails a
student asking the teacher questions.
Essentially, the student assumes
control over the conversation
Paraphrasing
This type of assessment requires
students to listen to a 4 to 6 sentence
paragraph. Upon finishing the
paragraph, instructors prompt students
to give a 1 to 2 sentence summary of what
they just heard.
Interactive
interview
oral production assessment’ is mentioned the
first things that comes to mind is oral
interview : a test administrator and a testtaker sit down in a direct face to face
exchange and proceed through a protocol of
questions and directives.
Role Play
Role playing is a popular pedagogical activity in
communicative language-teaching classes. Within
constrains sets forth by guidelines, it frees students
to be somewhat creative in their linguistic output.
Discussion and
Conversation
Discussion and conversation with and among are difficult to
specify and even more difficult to score. Assessing the
performance of participants through scores or checklist course,
discussion is an integrative task, and so it is also advisable to
give some cognizance to comprehension performance in
evaluating learners.
Games
Games are usually the easiest way to get students
engaged in learning English. One type of interactive game
assessment is information gap grids
Extensive
Oral Presentations
Oral presentations would not be uncommon
to be called on to present a report, a paper, a
marketing plan, a sales idea, a design of new
product, or method in academic a professional
arenas.
Picture-cued
Story telling
Picture cued story telling is one of the most techniques
for eliciting oral production is through visual picture,
photographs, diagrams, and charts
Retelling Story
This is type of task in which test-takers hear or read a
story or news event that they are asked to retell. In this
form of extensive speaking assessment, students re-tell
a story they heard
Translation
Translation of words, phrases, or short sentences was
mentioned under the category of intensive speaking.
The longer texts are presented for the test-takers to
read in native language and translate into English.
What test
commonly used???
Sentence/ Dialogue
Completion Tasks and
Oral Questionnaires
Match these sentences on the left hand to the suitable sentences on the right hand!
A
B
: Do you agree If we go out tonight?
: yes, I agree
A
B
: Their performance are very attractive
:................
A
B
: . . . . . . . . . . . . . clean this room, please?
: Yes, of course
A
B
: I’ll go to the party tonight, but I don’t have a blouse.
. . . . . . . . . . . . . . . . . . . . . . .a blouse?
: Don’t worry
A
B
: . . . . . . . . . . . . . . . . . this computer?
: Thank you so much. I really need it.
a. Can you help me
b. Do you need
c. Do you agree
d. Could you borrow me
e. . No, I don’t think so. It’s boring.
The strength of this technique
lies inofits
The weakness
this technique is
moderate control of the
output
of
the
its reliance on literacy and an
test-taker. While individual
variations
is easily from
ability
to transfer
responses are accepted,
the technique
written
to spoken English and is
taps into a learner’sthe
ability
to discern
contrived,
inauthentic nature of
experiences in a conversation
to same criterion
this task: and
couldn’t
produce sociolinguistically
correct be elicited
performance
language.
What is the
sretches and the
weakness??
Lesson Plan
Standar Kompetensi : Mengungkapkan makna dalam teks lisan funsional
dan monolog pendek sederhana yang berbentuk descriptive dan recount
untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
: Mengungkapkan makna dalam monolog pendek
sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam
teks berbentuk descriptive dan recount.
Indikator
: Mampu mengungkapkan dam melakukan
monolog dalam wacana sederhana berbentuk descriptive dengan ragam
bahasa lisan secara akurat, lancar dan berterima.
Tujuan Pembelajaran
Diberikan kesempatan pada siswa untuk mengungkapkan makna gagasan
dalam wacana berbentuk descriptive dengan ragam bahasa lisan secara
akurat, lancar dan berterima untuk lingkungan sekitar
1. Membuat deskripsi lisan berdasarkan gambar dan kata-kata kunci tersebut
Key words:
 Beautiful
 Brightly colored
 Four large wings
 Slim, hairless
 Club-shaped antennae(feelers)
 Feed on the nectar of flower on fruit
Contoh deskripsi :
I see a butterfly perch on a flower. Let me try to describe it for
you.
The butterfly is very beautiful. It is brightly colored. It has
four large wings used to fly from one flower to another flower. Do you
know what it does while perching on the flower? Yeah. It sips the
nectar. As we know, butterflies feed on nectar or on fruit.
The butterfly has a slim and hairless body. It also has clubshaped antennae. The antennae functions as feelers.
Choose one of the pictures below. Describe what you see in the
picture!!!(five until seven sentences)
•Rubric Penilaian
Aspek
Kelancaran
Kejelasan makna
Pelafalan
URAIAN
SKOR
Sangat lancar
4
Lancar
3
Cukup lancar
2
Kurang lancar
1
Tidak berbicara
0
Semua ucapan jelas dan dapat dipahami
4
Sebagaian besar jelas dan dapat dipahami
3
Sebagaian kecil jelas dan dapat dipahami
2
Semua ucapan sulit dipahami
1
Semua ucapan tidak dapat dipahami
0
Semua ucapan benar
4
Sebagaian besar ucapan benar
3
Sebagaian kecil ucapan benar
2
Hampir semua ucapan tidak benar
1
Semua ucapan tidak benar
0
Intonasi
Penjiwaan
Semua kata, frasa dan kalimat benar
4
Sebagaian besar benar
3
Sebagaian kecil benar
2
Hampir Semua kata salah
1
Semua kata salah
0
Sangat baik
4
Baik
3
Cukup
2
Kurang baik
1
Tidak ada penjiwaan
0
Skor maksimal = 20
Nilai siswa = Skor Perolehan X 10 =…..
20
Picture-cued Tasks
What test and
why do you
choose it???
. Picture-Cued Tasks A picture-cued stimulus requires a
description from the test-taker. It may elicit a word, a
phrase, a story, or incident. This form of assessment
entails an interviewer asking students what is in the
picture or what is happening in the picture. Picture-cued
test will make test-takers open their imagination about a
picture or things, improve their vocabulary, and testtakers can describe about a things by using oral
language performance.
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