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Enhancing Speaking Assessment for International Business Students

Explore a practitioner approach to assess first-year undergraduate speaking skills. Discover the implications and aim to facilitate learning for all students, regardless of language ability. Timeline, findings, and ongoing improvements are highlighted.

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Enhancing Speaking Assessment for International Business Students

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  1. ‘Making it real’ A practitioner approach to assessing international first-year undergraduate speaking skills. Helen Grinsell and Clare Albans

  2. The Start: Academic Year 2014-15 • The undergraduate speaking test. • Issues arising from the test. • Implications for assessing International Year One-Business students.

  3. Aims for Academic Year 2015-16 • To identify how speaking assessment can make the assessment task meaningful. • To identify how speaking assessment can make the assessment task valuable. • To identify how speaking assessment can facilitate greater contributions from stronger language ability students without disadvantaging the weaker students.

  4. Timeline of the new speaking assessment

  5. Timeline of the new speaking assessment

  6. The Pilot Tests • Student profile. • Test groups. • Test set up. • Observable elements.

  7. Findings: Semester 2 Test Results

  8. Finally… • Conclusion • A move towards truly assessing students’ ability to fully participate in academic seminars. • What now..? • Ongoing improvements to the marking criteria and the assessors’ marking grid. • Refining ‘further research’. • Backwash in Semester 1.

  9. Helen.grinsell@intoglobal.com Clare.albans@intoglobal.com

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