Module 2 SPM Speaking test detailed overview (1).pptx

Module 2 SPM Speaking test detailed overview (1)

1. Module 2 SPM Speaking test detailed overview Key points to focus on during Speaking Examiner training

2. Key points to focus on during Speaking Examiner training? Based on what we’ve looked at so far, consider for a moment what you think are the key aspects you will need to focus on in the training session before introducing the examiners to the Speaking test procedure and marking.

3. Key points to focus on during Speaking Examiner training Here’s what we suggest: A general overview of SPM Speaking test A focus on the format of the test, timing and testing aims A focus on the level of the Speaking test with reference to the Council of Europe Framework of Reference for Languages (CEFR)

4. SPM Speaking Test Overview The Speaking test is taken by all Form 5 students and constitutes 25% of their overall candidate grade (the other papers, i.e. Reading and Use of English, Listening and Writing also being worth 25% each). The SPM Speaking test is paired format, i.e. 2 candidates take the tests together. There are two examiners present during the test: the Interlocutor and the Assessor who mark the test in situ. The Speaking test has three sections, all aimed at the A2-C1 CEFR range, with a variety of tasks to elicit different types of spoken language. The duration of the test is approximately 13 minutes.

5. SPM Speaking test format The test is ‘staged’ so as to allow for different interaction patterns as it progresses. The candidates answer individual everyday questions, and then speak individually before a paired interact ive discussion activity The level of interlocutor involvement lessens as the test progresses The candidates have more scope to improvise as the test progresses The test has been designed to cover both the productive and interactive aspects of the CEFR. The underpinning format of the test is designed to put candidates at ease by starting off with more support from the examiner and then moving on to be less controlled, i.e.

6. Part 1 – Example questions Phase 1 Main questions Back-up prompts What’s your name? (to both candidates) Thank you Where do you live/come from? (to Candidate A) How do you come to school? (to Candidate B) Should I call you …? Do you live in ….? Do you come to school by…? Phase 2 Now I’m going to ask you about your daily routine. Main questions What do you normally do after you wake up? What do you usually do after coming back from school? How do you spend your leisure time? What do you do on weekends?   Back-up prompts What is the first thing you do every day? What do you do when you get home from school every day? What do you do when you have free time? What do you do on Friday/Saturday/Sunday?    

7. SPM Speaking Test F ormat (Part 1)   Part Task Format Candidate Output Interaction Pattern Input Discourse Features Functions Part 1   Interview   3-4 minutes Interlocutor interviews candidates Interlocutor frame provides all questions for interlocutor. Responding to questions Giving factual information about self (bio data) Talking about present circumstances Expressing opinions Explaining and giving reasons Talking about future plans Talking about past experience

8. Part 2 – Example task

9. Part 2 – Example frame

10.   Part Task Format Candidate Output Interaction Pattern Input Discourse Features Functions Part 2   Individual long-turn task   3-4 minutes An individual long-turn task (1 minute) with a listening candidate response question (20 seconds). Spoken rubrics. Written prompts given in candidate booklet. Sustaining a long turn. Managing discourse: Coherence/clarity of message. Organisation of ideas. Accuracy and appropriacy of linguistic resources. Talking about past / present / future experience. Explaining and giving reasons. Expressing and justifying opinions. Describing people, places and situations. SPM Speaking Test F ormat (Part 2)

11. Part 3 – Example task

12. Part 3 – Example frame 1

13. Part 3 – Example frame 2

14.   Part Task Format Candidate Output Interaction Pattern Input Discourse Features Functions Part 3   Discussion task   4-5 minutes Candidates discuss a task based on a mind-map. Then they have a decision question to discuss.   Candidates are given a topic with a central focus question and surrounding ideas to help them.     Turn-taking and responding appropriately. Negotiating. Initiating. Developing topics.   Explaining and giving reasons. Exchanging information and opinions. Expressing and justifying opinions. Negotiating agreement. Making and responding to suggestions. Discussing alternatives. SPM Speaking Test F ormat (Part 3)

15. The level of the SPM Speaking test The Speaking test primarily targets the B1-B2 range of language proficiency with the highest results reported at C1 The assessment scales used to rate candidates’ performance are derived from the guidance provided by the CEFR The exam is criterion referenced (i.e. to the CEFR) In line with the positive ‘can do’ ethos of the CEFR, the descriptors aim to describe communicative ability rather than inability Explain to the examiners the following key points before we move on to focus on Speaking in more detail.

16. Grammatical Accuracy - CEFR and SPM A2 Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say. SPM Grammar Band 1 Can show sufficient control of simple grammatical structures. SPM Communicative Competence Band 1 Can make him/herself understood but may have pauses and false starts. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

17. Grammatical Accuracy - CEFR and SPM A2 Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say . SPM Grammar Band 1 Can show sufficient control of simple grammatical structures . SPM Communicative Competence Band 1 Can make him/herself understood but may have pauses and false starts. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

18. Grammatical Accuracy - CEFR and SPM B1 Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express. SPM Grammar Band 3 Can communicate with reasonable accuracy. Can show a good degree of control of simple grammatical structures and attempt some complex grammatical structures. SPM Communicative Competence Band 3 Can express him/herself clearly though there is some hesitation. Can ask for clarification and further details in order to move a discussion forward. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

19. Grammatical Accuracy - CEFR and SPM B1 Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations . Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express . SPM Grammar Band 3 Can communicate with reasonable accuracy. Can show a good degree of control of simple grammatical structures and attempt some complex grammatical structures. SPM Communicative Competence Band 3 Can express him/herself clearly though there is some hesitation . Can ask for clarification and further details in order to move a discussion forward. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

20. Grammatical Accuracy - CEFR and SPM B2 Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding. Has a good command of simple language structures and some complex grammatical forms, although he/she tends to use complex structures rigidly with some inaccuracy. SPM Grammar Band 5 Can communicate with a good degree of accuracy. Can show a good degree of control of a range of simple and some complex grammatical structures. SPM Communicative Competence Band 5 Can express him/herself with little hesitation. Can initiate, maintain, develop and close a conversation with ease. Can relate contributions to his/her partner and negotiate towards an outcome. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

21. Grammatical Accuracy - CEFR and SPM B2 Shows a relatively high degree of grammatical control . Does not make mistakes which lead to misunderstanding . Has a good command of simple language structures and some complex grammatical forms , although he/she tends to use complex structures rigidly with some inaccuracy. SPM Grammar Band 5 Can communicate with a good degree of accuracy . Can show a good degree of control of a range of simple and some complex grammatical structures . SPM Communicative Competence Band 5 Can express him/herself with little hesitation. Can initiate, maintain, develop and close a conversation with ease. Can relate contributions to his/her partner and negotiate towards an outcome. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

22. Grammatical Accuracy - CEFR and SPM C1 Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. SPM Grammar Band 6 Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. SPM Communicative Competence Band 6 Can express him/herself spontaneously with little obvious searching for expressions. Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

23. Grammatical Accuracy - CEFR and SPM C1 Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. SPM Grammar Band 6 Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. SPM Communicative Competence Band 6 Can express him/herself spontaneously with little obvious searching for expressions . Compare the CEFR descriptor on the left with the SPM assessment scales on the right and identify any key words.

24. Speaking and the CEFR Activity Look at Handout S1 (SPM Speaking and the CEFR) on the following slides. For each pair of CEFR descriptors decide which level of ability they are describing. (For Trainers): Add any questions you have on this activity to the Chat Box or anything you want more information about for the Q and A session.

25. Handout S1: Range – A2 or B1? Range – A2 or B1? Descriptor A Uses basic sentence patterns with memorised phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations. Descriptor B Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. For each pair of CEFR descriptors decide which level of ability they are describing.

26. Handout S1: Range – A2 or B1? Range – A2 or B1? Descriptor A Uses basic sentence patterns with memorised phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations. A2 level Descriptor B Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. B1 level  

27. Handout S1: Accuracy – B2 or C1? Accuracy – B2 or C1? Descriptor A Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. Descriptor B Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding and can correct most of his/her mistakes.

28. Handout S1: Accuracy – B2 or C1? Accuracy – B2 or C1? Descriptor A Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. (C1) Descriptor B Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding and can correct most of his/her mistakes. (B2)

29. Handout S1: Fluency – B1 or B2? Fluency – B1 or B2? Descriptor A Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Descriptor B Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.

30. Handout S1: Fluency – B1 or B2? Fluency – B1 or B2? Descriptor A Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. (B1) Descriptor B Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. (B2)

31. Handout S1: Interaction – A2 or B1? Interaction – A2 or B1? Descriptor A Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Descriptor B Can ask and answer questions and respond to simple statements. Can indicate when he/she is following but is rarely able to understand enough to keep conversation going of his/her own accord.

32. Handout S1: Interaction – A2 or B1? Interaction – A2 or B1? Descriptor A Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. (B1) Descriptor B Can ask and answer questions and respond to simple statements. Can indicate when he/she is following but is rarely able to understand enough to keep conversation going of his/her own accord. (A2)

33. Handout S1: Coherence – B2 or C1? Coherence – B2 or C1? Descriptor A Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution. Descriptor B Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.

34. Handout S1: Coherence – B2 or C1? Coherence – B2 or C1? Descriptor A Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution. (B2) Descriptor B Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. (C1)