Oral test

1. Group 7 Group’s members : Nguyễn Thị Thanh Thiện Nguyễn Thị Dạ Thảo Nguyễn Thị Hiệp Huỳnh Thị Hạnh Nguyễn Thị Hoài Như Trần Thị Mỹ Min Welcome to our presentation!

2. Outline Definition Types of oral test How to design an oral test Marking scheme 5. Advantages and disadvantages

3.  The oral exam : Formal exam Subjective test Face-to-face interaction/personal contact Verbal response Immediate response . Definition

4. - Posing questions to students in spoken form. Students must then answer questions as appropriate, from material they have studied in preparation for the exam. Definition

5. Types of the oral test 1. Monologue speaking (presentation): Students are asked to perform some tasks such as show and tell where they talk about anything they choose. Students are asked to construct a sentence following a certain pattern using the information that they are given.

6. Topic: Elderly people .   Increased life expectancy means that there are more elderly people than ever before. Organize these prompts before you talk to the examiners about the topic for 4-6 minutes: Suggestion: - The role of the elderly in today’s society - Retirement and free time - Residential versus home care You have up to 10 minutes to prepare your talk. You can take notes or make a brief plan of what you are going to say. Talk to the examiners for about 4-6 minutes. You can use your notes during your talk, but you cannot read them aloud. Your production will be recorded.   Types of the oral test

7. In another type of monologue test, a situation is given but no guidance is given as how to respond, and the students can respond freely. E.g :   a. Your friend has been tired a lot recently. What do you say to her? (Maybe you should be getting more rest.)  b.You have been served coffee in a restaurant but you haven't been given any cream or sugar, and you would like some. What do you say to the server? (Could I have some cream and sugar? Types of the oral test

8. Types of the oral test 2. Dialogue speaking (oral interview): It is an open-ended test where the students lead a discussion with the teacher. Students in that kind of test are required to use conversation skills that they have learned throughout the course.

9. Types of the oral test 3. Multilogue speaking (discussion & debate) The discussions are student-generated, and students are put into groups where as a group, they decide on a topic they feel would be of interest for the rest of the classroom.

10. Types of the oral test  For example : One student acts the part of a police officer, another a bus conductor, a third a bus- driver, a fourth a passenger hurrying to visit a sick friend in hospital, and a fifth a bystander who wants to be helpful. The passenger hurries to get on the bus and tell him that the bus is full and that he must get off. The passenger can see an empty seat and he begins to argue. The bus is now in the middle of the road and is a danger to other traffic. Act the roles given.

11. Design an oral test Identifying the purposes of speaking assessment: Do we want reliability or validity? 2. Testers base on the students’ performance and ability/ level in English during the course to prepare tasks and standards as well as instructional objectives and activities that should meet learners’ needs. 3. Deciding whether or not to make an audio or video recording of student’s performance. 4. Deciding when and how to provide learners with feedback. Step 1: Setting the scene

12. Design an oral test Step 2: Designing Speaking Test : 1. Components in testing: pronunciation, grammar, vocabulary, fluency, accuracy, listening comprehension, appropriateness, etc. 2. Preparing a series of questions on a wide range of topic : family, home, school, hobbies, sports, books, films, weekends, holidays, health, careers, traffic, etc. 3. Using clear, brief and helpful instructions.

13. Design an oral test 1. Using pictures, maps and diagrams Choose the pictures very carefully will help in controlling the basic vocabulary required and determine the type of sentence structure. E .g : picture for description, narration, comparison, instructions... Make sure that students can see the pictures for a few minutes before they have to describe them. Give pairs or groups of students a simple task to perform

14. Design an oral test Pictures for description - Can use single pictures, posters and strip cartoons. - When preparing for a test, give them plenty of practice describing pictures of objects, people and scenes. - Examiners can ask students to talk about pictures in pairs: describing the people, objects and places.... But don’t ask them many questions Imagination

15. Design an oral test B. Pictures for comparison and contrast Give each student two pictures and ask to talk about that. Use several newspapers and puzzle books containing pictures which are similar to each other but require to spot minute differences. With pairs of the students: can give each of them some simple puzzles and problem- solving tasks E .g : P ictures from “ Composition through Pictures, beginning composition through Pictures and Writing through Pictures....( J. B Heaton, Longman)

16. Design an oral test

17. Design an oral test C. Sequences of pictures - A sequences of pictures telling a story or process ( or mix up the order of process) can be used to test speaking ability Individual students

18. Design an oral test 2. The short talk: Vague subjects or subjects about which an individual student knows very little or should be avoided. E.g : “Should countries spend huge sums of money on space exploration?” “Do demonstrations serve any useful purpose?” “Do people ever really learn anything from the mistakes they make?”

19. Marking scheme When scoring students’ performances, the examiners should concentrate on what individual students are doing with the target language and how they are using it to achieve their purpose.

20. Accuracy Fluency Little or no language produced   - 1 Little or no communication - 1 Poor vocabulary, mistakes in basic grammar, strong foreign accent - 2 Very hesitant and brief utterances, sometimes difficult to understand - 2   Adequate but not rich vocabulary, makes obvious grammar mistakes, slight foreign accent   - 3 Gets ideas across, but hesitantly and briefly   - 3   Good range of vocabulary, occasional grammar slips, slight foreign accent  - 4 Effective in short turns  - 4 Wide vocabulary appropriately used, virtually no grammar mistakes, native like or slight foreign accent  -  5 Easy and effective communication, use of long turns - 5   SCORE Total out of 10 (Accuracy + Fluency) = ?

21. 1. Direct personal contact with candidates opportunity to take mitigating circumstances into account 2. Flexibility in moving from candidates strong points to weak areas. 3. Requires the candidate to formulate his own replies without clues. 4. Opportunity to question the candidate about how to arrive answer. 5. Ability to test depth and breadth of candidates thinking process and logic of arguments. 6. Opportunity for simultaneous assessment by two examiner. Advantages

22. Disadvantages 1. Difficult to evaluate so many things at once( grammar, vocabulary, pronunciation...). 2. Difficult to choose w hat criteria in evaluating oral communication. 3. It is rather time consuming, particularly if taped scored later. 4 . Lack standardization 5 . Lack objectivity and reproducibility of results (halo effect) 6 . Permit favoritism and possible abuse of contact 7 . Suffer from undue influence or irrelevant factors

23. Thanks for your attention!

24. Design an oral test The oral test must be a true assessment of spoken abilities, rather than an indication of how well a student can read a passage in English, or can produce well-memorized responses that have little meaning for him/her . In a well-designed written exam, the examiner has decided in advance what set of knowledge and skills is to be tested.