Fce For Schools Speaking Test
Marie Ota
While reading Chapter 6 I came across three examples of how to do test specification write-ups: Example 1: An end-of-course classroom test, Example 2: A language test at university entrance, and Example 3: A general purpose proficiency test . . . after reading this chapter I decided to do my own test specifications write up . . . although I was unable to follow the models exactly due to the realities of planning lessons and tests that Korean public schools present.
NOTE: During testing I realized that my co-teachers were not taking attendance on the day of the test (they tend not to during regular classes too, sigh), not marking down who was absent/sick, and that they had not checked the order of testing group lists we had made against the class attendance list to make sure every student was on the testing list . . . this caused some problems later, and hopefully other native teachers can avoid this by explicitly asking their co-teachers to check these rather important details (although, even when explicitly asked, the unfortunate truth is that the task is not done or done poorly).
Test Review Class: a test review class will be scheduled in the week before each testing period so that students can learn and practice test procedures as it is the first time for them to participate in a public school speaking test, and familiarizing themselves with the procedure will help reduce stress and anxiety for students. This is also vital for the co-teachers as they have never participated or overseen speaking tests and they need the practice time too.
1 week before the test: a list of questions based on the English class lessons will be provided to students. The reason for this is that the classes are multi-level and the speaking book lessons are intermediate level. In order to give the lower level students a fighting chance to do well on the test it is vital to provide them with the general test content. If they actually study hard, and practice hard, they will then have the possibility of achieving a good test score.
The relationship between test format choice and language learner levels is critical. In the particular situation of large multi-level classes in Korean public schools the range of choices is severely limited by both consideration for the students abilities AND the logistical nightmare that is organizing and scheduling the test dates and times.
Tests ability to: use language to discuss and interpret, to agree, disagree or agree to disagree, negotiate and collaborate, to rank or classify, speculate, evaluate, make decisions etc.
10. If you need help with pronunciation, intonation, or have a question about the language on the speaking test YOU should ask your Korean teacher, or Jason, for help. Do NOT ask for help in the hour just before your test date and time!
NOTE 2: Use an mp3 player to record each speaking test. If necessary, you can use this later to support your evaluation and the score you give a student if it is challenged. If possible, and necessary, use a video camera (or point and shoot camera with video capability) if you are assessing body language and gestures.
I had to do a similar speaking test, but I had middle school students- a large number of middle school students (800+) to test in a 1 month period. The co-teachers were a little bit more helpful in designing the tests than yours were. Not much helpful- I still had to cobble questions together myself but at least they told me to differentiate the tests between advanced and basic students.
I had enough time with them for one practice session, 2 weeks before the test. 1 group of 3 students, 3 questions each out of 24 possible, easy-medium-hard. I wanted a simple grading rubric (+-) but the teachers wanted numbers 100-60 so I went with that.
I only see them once every two weeks (If that) and so I was able to dedicate one period for prep and one period for the test. For the prep, I gave them the answer form (aka scaffold) and asked them to answer and write it down on their test question sheet. So they had two weeks to practice the answers they wrote down.
Easy questions were essentially the warm up questions. I asked them in order of 1 easy question, 1 medium question, and 1 hard question to each group, depending on the dynamics of the question (How are you today?- this can be reused, while Which is smaller, cat or mouse? only has a shelf life of once per group).
The oral exam (also oral test or viva voce; Rigorosum in German-speaking nations) is a practice in many schools and disciplines in which an examiner poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject to pass the exam. The oral exam also helps reduce (although it does not eliminate) the risk of granting a degree to a candidate who has had the thesis or dissertation ghostwritten by an expert.
Many science programs require students pursuing a bachelor's degree to finish the program by taking an oral exam or a combination of oral and written exams to show how well a student has understood the material studied in the program. Usually, study guides or a syllabus are made available so that the students may prepare for the exam by reviewing practice questions and topics likely to be on the exam. There is a small but growing body of literature on the use of oral examinations in undergraduate education in the English speaking world.
Some medical schools use oral exams for second and third year students to test knowledge but also the ability to respond on the spot. Students are required to take an oral exam prior to being awarded a PhD. Some universities allow the option of either taking written and oral exams or completing a project or thesis, but occasionally, all three are required for graduation. Oral exams are distinct from a defense of a thesis in that the questions in the latter are more narrow and specific to the topic of the thesis.
Sometimes, the oral exam is offered in schools as an alternative to a written exam for students with a learning disability, like dysgraphia, developmental coordination disorder, or non-verbal learning disorder. Often parents of the students have to request that the oral exam be given to their child in lieu of the written exam.
A Private Pilot Oral Exam is also required as part of the FAA and CAA practical test for prospective pilots.[1] An oral exam is also carried out by the Maritime and Coastguard Agency in the UK for the purpose of issuing certificate of competencies for Merchant Navy deck and engine officers.[2]
The viva voce is a component of music diploma examinations administered by ABRSM, Trinity College of Music and London College of Music. Candidates are posed a series of questions by the examiner about their chosen pieces, the composer and musical era. Depending on exam board, candidates may also be required to do a short writeup on their pieces.
The SPEAK test is used by the Graduate School to determine the language skills of non-native English-speaking graduate teaching assistants. The SPEAK test is administered by trained professional staff. Each non-native English-speaking graduate teaching assistant is required to take the SPEAK test. The test ensures teaching assistants are assigned teaching duties consistent with their ability to communicate effectively in spoken English. The SPEAK Test can be taken before or after arriving in the U.S.
The SPEAK Test is offered to University of Nevada, Reno students by appointment. It will be delivered via an online format. Students will need to first pay the fee ($75.00) using the Testing Center website.
There are no practice materials as this is a skills-based test. The test asks a series of questions that include giving directions, explaining information, telling about sequential events, and providing opinions.
The test is independently scored by two trained professional staff members. If the scores are not in close agreement, a third staff member scores the exam as well. The score reflects the English language speaking ability and hence the degree to which the teaching assistant can communicate in a teaching situation.
The Educational Testing Service, which produces the SPEAK test, suggests that a student should wait at least two months before retaking the SPEAK test. However, in cases of extreme nervousness or if an international student has just arrived in the United States, exceptions can be made on a case-by-case basis by the SPEAK test administrator. In this case, if a student receives a score of 45, they may retake the test within two weeks. If the student does not achieve a score of 50 on the second test, they must wait two more months before retaking the test.
A private-sector English-speaking test will be introduced at the Tokyo metropolitan high school entrance exam for the first time in Japan this month, but the initiative to nurture "speaking skills" faces stiff opposition from some parents and education experts questioning its fairness.
The test will be implemented for the entrance exam on Nov. 27, targeting almost 80,000 third-year middle school students in the capital who wish to attend metropolitan high schools from next April. Speaking test scores will be added to the overall scores of the entrance exams, being held next February.
Meanwhile, some junior high school classes in Tokyo have started preparing for the speaking test. In mid-October, third-year students at Konan Junior High School took part in improvised skits in English.
According to the Tokyo Metropolitan Board of Education, the test was jointly created by the education board and education services provider Benesse Corp. Scoring will be conducted by the local staff of a company affiliated with Benesse in the Philippines.
An "A" is worth 20 points, while an "F" would add zero to the total score of next year's entrance exams, which include an achievement test with a possible total score of 700 and a school report with a maximum of 300 points.
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