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Test Evaluation Assessing Speaking: Group Members Lulu Irena Crystal

The document discusses test evaluation for assessing speaking skills. It provides definitions of speaking and focuses on communication for everyday life. Principles of speaking assessments include diagnosing competence, ensuring dimensions identify a range of responses, and using standardized, reliable and valid testing. Formats include one-on-one, paired, one-to-many and group. Assessment types are teacher, self and peer evaluation. Scoring includes scales, rankings and holistic/analytic ratings. Two GEPT speaking tests are evaluated - the elementary test involving sentence recitation and conversation, and the advanced test involving information exchange and presentation.

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Ita Moralia Raharjo
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25 views

Test Evaluation Assessing Speaking: Group Members Lulu Irena Crystal

The document discusses test evaluation for assessing speaking skills. It provides definitions of speaking and focuses on communication for everyday life. Principles of speaking assessments include diagnosing competence, ensuring dimensions identify a range of responses, and using standardized, reliable and valid testing. Formats include one-on-one, paired, one-to-many and group. Assessment types are teacher, self and peer evaluation. Scoring includes scales, rankings and holistic/analytic ratings. Two GEPT speaking tests are evaluated - the elementary test involving sentence recitation and conversation, and the advanced test involving information exchange and presentation.

Uploaded by

Ita Moralia Raharjo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Test Evaluation

~assessing speaking

Group Members
Lulu
Irena
Crystal
Definitions of Speaking
 Focusing on communication activities
that reflect a variety of settings.
 Focusing on using communication to
achieve specific purposes.
 Focusing on basic competencies
needed for everyday life.
Principles
 Diagnose reasons why
individuals demonstrate or  Acceptable standards for
fail to demonstrate freedom from cultural,
particular degrees of sexual, ethical, racial,
competence. age, and developmental
bias.
 Each dimension of oral
communication competence  Be suitable for the
should clearly identify the
developmental level of
the individual being
range of responses
assessed
 An acceptable level of
 Be standardized and
reliability
detailed enough.
 Appropriate validity
Formats of speaking
assessment
 One-to-one format

 A paired format

 One-to-many format

 Group format
Six possible categories of
speaking tasks
Assessment types
 Teacher assessment

 Students assess
themselves or each
other

 A teacher uses an
external assessor
Scoring
 Evaluation
techniques
 Numerical scales
(e.g. 1-100)  Rating systems
 Ordinal/ranking  Holistic rating
scales  Primary trait score
 Teachers simply  Analytic scales
approximate the class
distribution rather
than assign individual
grades.
Evaluating an existing test

 Background information
 GEPT elementary speaking test
 GEPT advanced speaking test
GEPT elementary speaking test
 Purpose: Brief self-introduction, simple
conversation and declamation
 Test Procedure (10 minutes) :
 Part one: Sentence Recitation
 Part two: Declamation
 Part three: Question & Answer
 Sample Test
GEPT elementary speaking test
 Strengths  Weaknesses
 The test involves  Unclear Rating –
practical usage Each part of the
 Validity scores should be
 Raters could given
repeatedly hear  Technical
the tape, so he will Problems
not miss the
colloquial details.
GEPT Advanced Speaking Test
 Purpose :
 Fluently express your ideas about all kinds of
topics
 participate in discussion
 Able to give presentation and oral reports in
common meeting or seminar
 Test Procedure (25 minutes) :
 Part one: Warm-up interview
 Part two: Information exchange
 Part three: Presentation
 Sample Test
GEPT Advanced Speaking Test
 Strengths  Weaknesses
 There is no tape-
 The test recording so the raters
corresponds to may miss some
its purpose colloquial details and
mistakes
 Uncertain problems
involved in candidates
 No specific rating
criterion
Works Cited
 Assessing Listening and Speaking Skills. ERIC Digest., Mead,
Nancy A.; Rubin, Donald L.
“http://ericae.net/db/edo/ED263626.htm”
 Criteria for Assessment
“http://www.natcom.org/Instruction/assessment/Assessment/Cr
iteriaAssessment.htm”
 ED435204 1999-06-00 Improving Adult English Language
Learners' Speaking Skills. ERIC Digest.
“http://www.ed.gov/databases/ERIC_Digests/ed435204.html”
 Research Notes - Issue 2 August 2000
“http://www.cambridge-efl.org/rs_notes/0002/rs_notes2_7.cfm”
The End

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