Assessing Speaking Skills in teaching english

How to assess speaking skills by the students of the English education program of Jambi University

1. Speaking Assessment By students of the English Education of Universitas Jambi

2. Macro and Micro Skills Micro skills focus on producing smaller chunks of language such as phonemes, morphemes, word collocations, and phrasal units. Meanwhile, Macro skills focus on the larger elements, such as fluency discourse, function, style cohesion, nonverbal communication, and strategic options .

3. Different Objective to Assess in Speaking (Micro Skills) #2. Produce chunks of language of different lengths. #1. Produce differences among English phonemes and allophonic variants. #3. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours. #4. Produce reduced forms of words and phrases. #6. Produce fluent speech at different rates of delivery. #5. Use an adequate number of lexical units (words) to accomplish pragmatic purposes.

4. Different Objective to Assess in Speaking (Micro Skills) # 8. Use grammatical word classes, systems, word order, patterns, rules, and elliptical forms. # 7. Monitor one's own oral production and use various strategic devices- pauses, fillers, self-corrections, backtracking-to enhance the clarity of the message. #9. Produce speech in natural constituents #10. Express a particular meaning in different grammatical forms #11. Use cohesive devices in spoken discourse.

5. Macro Skills Appropriately accomplish communicative functions Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor-keeping and -yielding, interrupting, and other sociolinguistic features in face-to-face conversations according to situations, participants, and goals. Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification . 01 02 03

6. Macro Skills Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. Develop and use a battery of speaking strategies 04 05 such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words appealing for help, and accurately assessing how well your interlocutor is understanding you.

7. Things Need to Consider When Designing Speaking Tasks It is important to carefully specify scoring procedures for a response so that ultimately you achieve as high a reliability index as possible. No speaking task is capable of isolating the single skill of oral production. Make sure your elicitation prompt achieves its aims as closely as possible. 01 02 03

8. Speaking Assessment Tasks

9. Intensive Speaking At the intensive level, test-takers are prompted to produce short stretches of discourse through which they demonstrate linguistic ability at a specified level of language. Direct response tasks: The test administrator acquires particular grammar from a transformation of a sentence. Read-Aloud tasks: Teachers listening to the recording would then rate students on a number of phonological factors (vowels, diphthongs, consonants, consonant clusters, stress, and intonation) Sentence/ dialogue completion tasks and oral questionnaires: This test to read the dialogue in which one speaker’s lines have been omitted. Picture-Cued tasks: In this test, the pictures may be very simple, designed to elicit a word or a phrase Translation (of limited stretches of discourse): Instead of offering pictures of written stimuli, the test-taker is given a native language word, phrase, or sentence and is asked to translate it.

10. Task Type Explanation Question and Answer Question and answer tasks 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. Giving instructions and directions the administrator poses the problem, and the test-takers respond. Paraphrasing Paraphrasing is a speaking assessment that should be conducted cautiously because test taker’s competence may be mistakenly judged by their short-term memory and listening comprehension instead of their speaking production. Responsive Speaking

11. Task Type Explanation Question and Answer Question and answer tasks 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. Giving instructions and directions the administrator poses the problem, and the test-takers respond. Paraphrasing Paraphrasing is a speaking assessment that should be conducted cautiously because test taker’s competence may be mistakenly judged by their short-term memory and listening comprehension instead of their speaking production. Responsive Speaking example of giving instructions and directions on task

12. Interactive Speaking Role-play constraints set forth by the guidelines, free students to be somewhat creative in their linguistic output. Among the informal assessment tools are games that directly involve language production with assessment games. Discussions may be especially appropriate tasks through which to elicit and observe abilities The interview scored on one or more parameters such as accuracy in pronunciation and/or grammar, vocabulary usage, fluency, and so on. Michael Canale (1984) proposed a framework for oral proficiency testing (Warm-up, Level Check, Probe, Wind Down) Interview Role-Play Discussions and Conversations Games

13. Extensive Speaking #1. Oral Presentations For oral presentations, a checklist or grid is a common means of scoring or evaluation #3. Retelling a Story, News Event In this task, test-takers hear or read a story or news event that they are asked to retell. #2. Picture-Cued Story-Telling It’s always tempting to throw any picture sequence at test-takers and have them talk for a minute or so about them. #4. Translation (for extended prose) longer texts are presented for the test-takers to read in the native language and then translate into English

14. — Sugiono, S. (2021) Multiple Assessment Methods Towards the Improvement of Students’ English Language Learning. International Journal of English Education and Linguistics ( IJoEEL ) Using multiple assessment methods to assess student comprehension is more effective than implementing a single type.

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