Testing Speaking - Institut für Angewandte Didaktik

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Dr. Frank Haß, Institut für Angewandte Didaktik
Testing Spoken English Zur Beurteilung mündlicher Leistungen im Englischunterricht
Institut für angewandte Didaktik
Testing Speaking
Zur Beurteilung mündlicher Leistungen im Englischunterricht
www.angewandte-didaktik.de
Dr. Frank Haß,
Institut für Angewandte Didaktik
Prinzipien guten EU
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Ständige Ergebnissicherung
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Einheit von objektiver und persönlichkeitsfördernder Beurteilung
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Klarheit über Funktionen von Leistungsermittlung und
Leistungsbeurteilungen Ausgewogenheit von Selbst- und
Fremdbeurteilung
Test design
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Role of communication
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Test purpose
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Test content
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Test method
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Response format
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Specifications
Role of communication
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discrete point testing
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integrative pragmatic testing
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communicative testing
Test purpose
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achievement test
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proficiency test
Test content
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language components
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skills
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real world task (competence)
Test method
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paper and pencil test
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performance test
Response format
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fixed and constructed response
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authentic response
Specifications
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length of material
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type of material
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source of material
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scoring
Setting the frame
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self assesment vs. teacher assessment
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degree of preparation
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face-to-face vs. recorded test
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time
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location
Elicitation techniques
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Questions and answers
Interview
Form-filling
Discussion / conversation
Reading a (blank) dialogue
Interpreting
Role play
Making appropriate responses
Using pictures
Descriptions / instructions
Oral report
Retelling a story
Questions and answers
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series of questions graded in order of increasing difficulty
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optional cut-off
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different question types
Interview
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teacher – learner – interview
learner – learner – interview
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An interview is structured.
The interviewer keeps control and initiative.
An interview should have different phases.
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phase 1: introduction and warming-up (to put examinee at ease)
phase 2: find level (establish level against a specific scale)
Phase 3: check-questions (above and below the
established level to confirm it)
Form-filling
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teacher – learner
 Learner and teacher fill in the form together.
 Teacher or learner writes in information.
 alternatively the learner fills in information in preparation time;
form only used as basis for interview
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learner – learner
Discussion / conversation
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teacher guided discussion / conversation
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material as basis for discussion
 Learners have to maintain and direct the discussion on their own.
 Information is provided in written documents.
 The group should come to a certain decision or consensus through
discussion.
 assessment based on the way they express and justify their
opinions and evaluate those of others; not on the factual content
Reading a (blank) dialogue
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blanks in one part
 The learner is given a dialogue with only one part written in.
 The learner gets some preparation time.
 The dialogue is to be read aloud.
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German prompts
 The students are directed.
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blanks in both parts
 More than one learner can work at the same time on the same
dialogue.
Interpreting
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Three students can work at the same time.
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Roles must be changed.
Role play
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The earner has to take on a particular role.
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The learner has to act in this role in a particular situation.
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The earner is given a set of (written) instructions.
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using role cards
 role and situation specified in great detail
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free role play
 role and situation less specified
Making appropriate responses
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situations given in English
 The learner is given a number of short, unrelated everyday life situations.
 written instructions or read out or both;
 designed to elicit functional language (ask for information, apologize, etc.)
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prompts given in German
Using pictures
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The learners are given a picture / a set of pictures / a picture story.
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The learners describe / compare / associate / sequence the pictures or
picture stories.
Description / instruction (and recreation)
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giving descriptions / instructions
 The learner has to describe a well-known object, a system or an
everyday procedure.
 The learner is given a list of topics to choose from.
 The learner is given some preparation time.
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describing and recreating
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describing and doing
Oral report
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The learner prepares and gives an oral presentation.
 The learner is expected to use notes.
 The use of presentation media is encouraged.
 The speaker is expected to deal with any questions.
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mini-presentation with limited preparation time
 The learner is given a list of general topics shortly before the test.
Retelling a story
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The learner reads / listens to a text shortly before the test.
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The learner takes notes.
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The text is taken away.
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The learner has to retell the story in his / her own words.
Literatur
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McNamara, Tim (2000): Language Testing. Oxford: OUP

Underhill, Nic (1987): Testing Spoken Language. A handbook of oral testing
techniques. Cambridge: CUP
Vielen Dank für Ihr Interesse!
Mehr Informationen, sowie Downloads von Vorträgen und Aufsätzen finden sie unter:
www.angewandte –didaktik.de
Bei Fragen und Anregungen können sie mich per E-Mail erreichen unter:
f.hass@angewandte –didaktik.de

Testing Speaking - Institut für Angewandte Didaktik

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