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Responsive Speaking

Responsive speaking assessments involve brief question and answer interactions with an interlocutor where the test-taker is given more creative freedom than intensive tasks. Questions at the responsive level tend to be genuine referential questions that provide more opportunity for meaningful responses. Effective assessment questions for this level are open-ended to elicit multiple sentences and can also elicit questions from the test-taker.

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1K views2 pages

Responsive Speaking

Responsive speaking assessments involve brief question and answer interactions with an interlocutor where the test-taker is given more creative freedom than intensive tasks. Questions at the responsive level tend to be genuine referential questions that provide more opportunity for meaningful responses. Effective assessment questions for this level are open-ended to elicit multiple sentences and can also elicit questions from the test-taker.

Uploaded by

muymursinah
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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DESIGNING ASSESMENT TASKS: RESPONSIVE SPEAKING

Assessment of responsive task involves brief interactions with an interlocutor, differing from intensive task in the increased creativity given to the test-taker and from interactive task by the somewhat limited length of utterances. A. 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. They can vary from simple question like what is this called in English? to complex questions like what are steps governments should take, if any, to stem the rate of deforestation in tropical countries? the first questions is intensive in its purpose; it is a display question intended to elicit a predetermined correct response. We have already looked at some of these types or questions in the previous section. Questions at the responsive level tend to be genuine referential questions in which the test-taker is given more opportunity to produce meaningful language in response. In designing such questions for test-takers, its important to make sure that you know why you are asking the question.

Questing eliciting open-ended response Test-takers hear: 1. What do you think about the weather today? 2. What do you like about English language? 3. What did you choose your academic major? 4. What kind of strategies have you used to help you learn English? 5. a. have you ever been to the United State before? a. What other countries have you visited? b. Why did you go there? What did you like best about it? Test-takers respond with a few sentences at most.

Elicitation of Questions from the test-taker Test-takers hear: Dou you have any question for me? Ask me about my family or job interest.

Test-takers respond with questions.

B. Giving Instructions and Directions

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