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1. Introductions 2. Testing & Assessment – Friend or Foe? 3. Speaking T & A 4. Break

Listening and Speaking Testing and Assessment Toni Hull English Language Fellow Hue College of Foreign Languages, Vietnam th.in.hue@gmail.com. 1. Introductions 2. Testing & Assessment – Friend or Foe? 3. Speaking T & A 4. Break 5. Listening T & A 6. A bit about TOEFL iBT Speaking.

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1. Introductions 2. Testing & Assessment – Friend or Foe? 3. Speaking T & A 4. Break

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  1. Listening and Speaking Testing and AssessmentToni HullEnglish Language Fellow Hue College of Foreign Languages, Vietnamth.in.hue@gmail.com 1. Introductions 2. Testing & Assessment – Friend or Foe? 3. Speaking T & A 4. Break 5. Listening T & A 6. A bit about TOEFL iBT Speaking

  2. Introductions • Part I: Find your IPA partner • Match IPA character(s)on RED cards to words on GREEN cards • RED circulate saying the sound of your IPA character(s) • GREEN say nothing – just nod when you think your IPA character has found you • When you think you have a match, step back and wait. Hull - L&S T&A - Da Nang - November 2008

  3. For Example: Hull - L&S T&A - Da Nang - November 2008

  4. Now that you’re matched: • If you already know each other, share the following: • one new thing the other person doesn’t know about you; one thing you love about teaching; one thing you really don’t like about teaching • If you don’t know each other, share the following: • your name and place of work; one thing you love about teaching; one thing you really don’t like about teaching Hull - L&S T&A - Da Nang - November 2008

  5. T & A – Friend or Foe? • QUESTION: Did any of you name Testing and Assessment (T&A) as something you really don’t like about teaching? Why? Hull - L&S T&A - Da Nang - November 2008

  6. Why do we T&A? DISCUSSION QUESTION: What’s the difference between Testing and Assessment? Hull - L&S T&A - Da Nang - November 2008

  7. T&A: a method of measuring a person’s ability, knowledge, or performance in a given domain • Test • prepared administrative procedures that occur at set times in a curriculum when learners prepare and aim for top performance knowing results are being evaluated, e.g. • end-of-unit achievement test • TOEFL and IELTS • Assessment • an umbrella term that includes Tests – but also encompasses a wider domain and range of conditions and objectives, e.g. • student in-class response to teacher question • writing journals (read but not graded by teacher) parts of this presentation are adapted from Brown, H.D.2004. Language Assessment: Principles and Classroom Practices Hull - L&S T&A - Da Nang - November 2008

  8. Key Terminology Review:How do these terms relate to T&A? • Informal and Formal • Formative and Summative • Norm-referenced and Criterion Referenced • Test = prepared administrative procedures that occur at set times in a curriculum when learners prepare and aim for top performance knowing results are being evaluated • Assessment = an umbrella that includes Tests – but with wider range of conditions and objectives Hull - L&S T&A - Da Nang - November 2008

  9. Informal • assessment/not a test: e.g. impromptu feedback in class; marginal comments on writing drafts • Formal • assessment/not a test: e.g. review student’s portfolio, possibly graded (not a test because it includes open domain and takes place over extended period of time) • test: e.g. gradedfinal draft of an essay, scheduled vocabulary quiz Hull - L&S T&A - Da Nang - November 2008

  10. Formative assessment • aims to evaluate students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process. • Summative assessment • aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or unit of instruction (typically a test) Hull - L&S T&A - Da Nang - November 2008

  11. Norm-referenced: • each score interpreted in relation to a mean (average score), median (middle score), standard deviation (extent of variance in scores), and/or percentile rank, i.e. each student in relation to other students • Especially standardized tests, e.g. TOEFL • Criterion-referenced: • designed to measure performance in relation to specific course or lesson objectives and to give test-takers feedback • Especially classroom based tests Hull - L&S T&A - Da Nang - November 2008

  12. 5 Key Principles of T&A • Practicality • not expensive to make or administer; time efficient; reasonably easy to administer and score • Reliability • consistent and dependable • Validity • represents objectives of the domain being tested • Authenticity • natural, contextualized, meaningful, thematic, real-world • Washback • effect of test on teaching & learning Hull - L&S T&A - Da Nang - November 2008

  13. Speaking Assessment Hull - L&S T&A - Da Nang - November 2008

  14. Speaking Assessment: Question 1 • Most of the time an interlocutor (another speaker) is involved – that is, aural intake is involved • Therefore, a speaker’s listening skill affects his/her productive speaking performance • Therefore, how can we be sure a test is a valid test of speaking – and not really more about listening? Hull - L&S T&A - Da Nang - November 2008

  15. Speaking Assessment: Questions 2 & 3 • Authentic speech is mostly open-ended and creative – so how do we design test tasks for speaking that guide a test-taker to produce specific target forms? • Alternatively, if we allow for S freedom of choice, how do we evaluate the product? Hull - L&S T&A - Da Nang - November 2008

  16. Taxonomy of Speaking Skills • Imitative – ability to parrot back a word or phrase • Intensive – production of short stretches of oral language (for a narrow band of grammatical, phrasal, lexical, phonological relationships) • Responsive – includes interaction and item comprehension, but at limited level Hull - L&S T&A - Da Nang - November 2008

  17. Interactive– longer, more complex, multiple exchanges, with multiple participants a. Transactional (exchanging information) b. Interpersonal (maintaining social relationships) • Extensive – monologue: speeches, oral presentations, story-telling, etc. Hull - L&S T&A - Da Nang - November 2008

  18. 1. Imitative Speaking Example: S hears: Repeat after me. beat (S repeats) bit (S repeats) OR I bought a boat yesterday. (S repeats) The glow of the candle is growing. (S repeats) Hull - L&S T&A - Da Nang - November 2008

  19. ISSUE: The Rubric, Part I • DISCUSS: • What are the features of an effective and fair rubric (scoring system) for Speaking Assessment? • consider issues of practicality, reliability, and validity • DESIGN: • Design a 2-3-point rubric for an Imitative task such as: • (T says) Repeat after me: The glow of the candle is growing. (S repeats) Hull - L&S T&A - Da Nang - November 2008

  20. 2. Intensive Speaking • Directed Response Tasks • Read-Aloud Tasks • Sentence/Dialogue Completion Tasks • Oral Questionnaires • Picture-Cued Tasks • Translation Hull - L&S T&A - Da Nang - November 2008

  21. Using Picture Cues Hull - L&S T&A - Da Nang - November 2008

  22. What’s being tested? Hull - L&S T&A - Da Nang - November 2008

  23. Hull - L&S T&A - Da Nang - November 2008

  24. Hull - L&S T&A - Da Nang - November 2008

  25. Could you use visuals like these? Working alone: Choose one of the Bubble Dialogues given you and design a Speaking Test Task (draft instructions; consider what language you expect to elicit) Then “test” it on a “student” Did you get the language you expected? Hull - L&S T&A - Da Nang - November 2008

  26. Dialogue Completion • S reads dialogue in which one speaker’s lines have been omitted • S is given time to read through to get gist and think of appropriate lines to fill in • Then T reads written lines and S responds orally. Hull - L&S T&A - Da Nang - November 2008

  27. Example: • (in a department store) Salesperson: May I help you? Customer: _______________________ Salesperson: Okay, what size do you wear? Customer: ______________________ Salesperson: Hmm. How about this green sweater here? Customer: _______________________ Salesperson: Oh, well, if you don’t like green, what color would you like? Customer: _______________________ Salesperson: How about this one? (etc.) Hull - L&S T&A - Da Nang - November 2008

  28. Possible answers: • (in a department store) Salesperson: May I help you? Customer: Yes, thank you. I’m looking for a sweater. Salesperson: Okay, what size do you wear? Customer: Size 10. Salesperson: Hmm. How about this green sweater here? Customer: I don’t like green. Salesperson: Oh, well, if you don’t like green, what color would you like? Customer: Red. Salesperson: How about this one? (etc.) Hull - L&S T&A - Da Nang - November 2008

  29. TASK: • In pairs, think of a language function or discourse situation you would like your Ss to be tested on • Design a short Dialogue Completion Task (5 to 7 exchanges) • Practice it together to check validity (is it producing the target language performance you want?) • Write out 2 copies of the “test” • Administer it to two other people Hull - L&S T&A - Da Nang - November 2008

  30. (location/situation) Person 1: xxxxxxxxxxxxxxxxxxxx Person 2: _________________________. Person 1:: xxxxxxxxxxxxxxxxxxxx Person 2: ________________________. Person 1: xxxxxxxxxxxxxxxxxxxx Person 2: _________________________. Person 1: xxxxxxxxxxxxxxxxxxxx Person 2: _________________________. Person 1: xxxxxxxxxxxxxxxxxxxx (etc.) Hull - L&S T&A - Da Nang - November 2008

  31. 3. Responsive • Question and Answer • Giving Instructions and Directions TASK: Brainstorm ideas for “giving instructions” (i.e. to do what?) Hull - L&S T&A - Da Nang - November 2008

  32. Paraphrasing TASK: Practice being a student! Listen to the following passage. It will be read twice. When instructed to do so, “under your breath,” paraphrase what you heard in 2-3 sentences. DISCUSSION: How would you judge this task in terms of reliability and validity? Hull - L&S T&A - Da Nang - November 2008

  33. 4. Interactive • Interview • Discussions / Conversations • Role-plays Hull - L&S T&A - Da Nang - November 2008

  34. The Rubric – Part II: Interactive and Extensive Speaking • Look at the Rubric Handout. DISCUSS: • Discuss the Rubric’s strengths and weaknesses. • Do you think it meets your standards for reliability and validity? • Would you use it in your classes? Hull - L&S T&A - Da Nang - November 2008

  35. TASK: Role-Play for pairs • Discuss and then decide on a language point or points (grammar, function, vocabulary, etc.) you want to create a T&A task for • Create a Role-Play Task that would elicit the linguistic behavior you want to test (4-8 exchanges) • Practice a performance of your T&A Task (quietly!) • Perform your task role-play (do not name the language point being tested!) • Group guesses what language point is being tested Hull - L&S T&A - Da Nang - November 2008

  36. 5. Extensive • Oral presentations • Picture-cued story telling • Retelling a story or news article • Translation Hull - L&S T&A - Da Nang - November 2008

  37. Picture-cuedStory-telling Hull - L&S T&A - Da Nang - November 2008

  38. Retelling a news story • DISCUSS issues regarding: • reliability and validity • using the rubric • source material • note-taking Breaking News English – Men more attracted to women in red Hull - L&S T&A - Da Nang - November 2008

  39. Break Time! Hull - L&S T&A - Da Nang - November 2008

  40. Listening Assessment Hull - L&S T&A - Da Nang - November 2008

  41. Taxonomy of Listening Skills 1. Intensive – for perception of components 2. Responsive – listening to short stretches to make equally short responses 3. Selective – short monologues, scanning for info, testing for ability to comprehend designated info 4. Extensive – listening to develop top-down, global understanding Hull - L&S T&A - Da Nang - November 2008

  42. 1. Intensive • Phonological / Morphological Elements • Phonemic pair, vowels • S hears: Is he living? S reads: a. Is he leaving? b. Is he living? • Stress pattern in can’t • S hears: My girlfriend can’t go to the party. S reads: a. My girlfriend can’t go to the party. b. My girlfriend can go to the party. Hull - L&S T&A - Da Nang - November 2008

  43. Paraphrase Recognition • Dialogue paraphrase S hears: Man: Hi, Maria, my name’s George. Woman: Nice to meet you, George. Are you American? Man: No, I’m Canadian. S reads: a. George lives in the United States. b. George is American. c. George comes form Canada. d. Maria is Canadian. Hull - L&S T&A - Da Nang - November 2008

  44. 2. Responsive • Appropriate response to a question • S hears: How much time did you take to do your homework? S reads: a. in about an hour c. about $10 b. about an hour d. Yes, I did. • Open-ended response to a question • S hears: How much time did you take to do your homework? S writes or speaks: __________________________ Hull - L&S T&A - Da Nang - November 2008

  45. 3. Selective • Listening Cloze • Autumn Songs on VOA Special English • what language point(s) could you highlight for a selected-cloze? • choose 4-6 words to leave blank Autumn Songs on VOA People have written and recorded hundreds of songs about autumn. Many of these songs express sadness that summer is over. The days are shorter. It is getting darker earlier each day. The weather is cooler. The skies are gray. Birds fly south because they know winter is coming. The leaves turn colors of red and gold and then die, falling to the ground. Some songs about autumn also express the sadness of lost love. Hull - L&S T&A - Da Nang - November 2008

  46. What do you think of this? • VOICE TWO: • And I'm Barbara Klein. It is autumn in the _______________ part of the world. So it is time to play some of our favorite songs about this season. • VOICE ONE: • People have written and recorded hundreds of songs about autumn. Many of these songs express sadness that summer is over. The days are ______________. It is getting darker earlier each day. The weather is _____________. The skies are gray. Birds fly south because they know winter is coming. The leaves turn colors of red and _____________ and then die, falling to the ground. Some songs about autumn also express the sadness of ___________ love. • Mary Dawson, in her Internet Writing Journal, writes that this season influenced songwriters to write some of the ________________ songs of all time. Here are some of our favorite songs about autumn. Hull - L&S T&A - Da Nang - November 2008

  47. Information transfer • The Bird-Feeder • what language point(s) do you think is (are) going to being tested? Hull - L&S T&A - Da Nang - November 2008

  48. 4. Extensive Listening • Dictation – tried-and-still-true • Stimulus-Response Tasks • Example: Checking into a Hotel QUESTION: What kind of students need this language? (ESLPodcast – checking into a hotel) Hull - L&S T&A - Da Nang - November 2008

  49. Towards Greater Authenticity • note-taking (important for iBT TOEFL) • DISCUSS:how can we “grade” note-taking? • editing (noting difference between written and spoken versions of text) • TASK: what words would you change and why? • interpretive tasks (responding to songs, poetry, etc.) • DISCUSS: what are the issues regarding reliability and validity? • retelling (orally or in writing) • DISCUSS: what is authentic? Hull - L&S T&A - Da Nang - November 2008

  50. http://eolf.univ-fcomte.fr/uploads/ressources/listening/real_english/41a/01.htmhttp://eolf.univ-fcomte.fr/uploads/ressources/listening/real_english/41a/01.htm Interviewer: What're you doing right now? Messenger: Working. Interviewer: What's your job. Messenger: Messenger. Interviewer: You're a messenger. Messenger: I deliver mail. Interviewer: Where do you deliver mail to? Messenger: Park Avenue South. Oh, downtown Manhattan. Uh ... Uptown. All over. All over the five boroughs. Interviewer: How long have you been a messenger? Messenger: About a year and a half. Interviewer: Do you like your job? Messenger: Yeah. It pays the bills. It pays the bills. Interviewer: What do you hope to do ... uh? Messenger: I want to get on the radio. I want to be a radio broadcaster if somebody'd give me a break. That's what I'd like to do. Interviewer: Do you sing or play a musical instrument? Messenger: No. Interviewer: No. OK. Well, thanks a lot. Messenger: Bye. You take care. Peace! Hull - L&S T&A - Da Nang - November 2008

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