assessment in the cswe professional development kit speaking developed by marian hargreaves for neas...
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Assessment in the CSWEProfessional Development Kit
Speaking
Developed by Marian Hargreaves for NEAS 2013 © NEAS Ltd 2014 1
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Aims of this workshop
• To consider issues specific to assessing speaking skills
• To develop skills in designing and developing assessment tasks for speaking skills for the CSWE
• To validate materials for a speaking assessment task
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Specific issues related to assessing speaking: the sections of this presentation
1. Designing the task2. Administering the task: issues relating to the
interlocutor3. Assessing the learner: issues relating to
rating/reliability
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1. Designing the task
• Requirements of the Learning Outcome need to be explicit
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CSWE 2 Module C LO 2 Participate in a spoken transaction for information/goods and services
1. Participate effectively in a spoken transaction to obtain information or goods and services.
2. Initiate transactional exchange or respond to opening appropriately.3. Request information or goods and services using questions or
statements - wh and yes/no questions.4. Explain requirements/needs.5. Respond to requests for information appropriately.6. Record relevant details.7. Use appropriate strategies.8. Close transactional exchange or respond to closing appropriately.9. Use appropriate vocabulary.10. Pronounce key vocabulary and formulaic expressions/utterances with
sufficient sound clarity and stress to be intelligible to the interlocutor.
Assessment criteria
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Designing the task cont.
• Opportunity to meet requirements• Context and motivation• Collaborative/non-collaborative speech acts• Comparability
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Learner card 1You want information about English classes for yourself. You inquire at a local teaching centre.Ask about the following and write the information in the spaces provided.
Cost _______________________________________________________________________________________
Starting dates_______________________________________________________________________________
Class times _________________________________________________________________________________
Length _____________________________________________________________________________________
Class size __________________________________________________________________________________
Certificate __________________________________________________________________________________
Learner card 2You want information about English classes for yourself. You enquire at a local teaching centre.Ask for the information you need and write it on the lines below.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________7© NEAS Ltd 2014
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Designing the task cont.
• Planning and pre-teachingintegrated programpracticepeer-assessmentformative evaluationconstructive feedbackfamiliarity informal assessmentusing recording for pre-teaching and preparation
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2. Administering the task
• Interlocutors and raters/assessors• The Interlocutor– Who is an interlocutor?– What qualities and skills does an interlocutor
need? – What qualifications and experience does a
successful interlocutor need? – What are the responsibilities of an interlocutor?– General advice to interlocutors
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Administering the task cont.
• Recording– equipment: tape recorder or digital?– labelling– administration
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3. Assessing the learner
• Rating/reliabilityAssessment gridRaters – inter rater; intra-raterInterpretation and moderation
• Intelligibility
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Intelligibility: questions to consider:
• Difference recognisable/ intelligible?• Is there a scale of intelligibility?• How do you account for listener factors?– Familiarity– Sympathy– Interlocutor knowledge of the task/cues
• How do you identify sound clarity?• Does pausing and intonation only matter at CSWE 3?• How do you help less experienced teachers cope
with assessing pronunciation?
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Feedback
• An important part of the learning process• Written/verbal• Individual/group• Confidential• Security of materials for summative
assessment
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Activities
• Activity 1. Brainstorming• Activity 2. Build a bank of materials
(Preliminary and CSWE I)• Activity 3. Designing a task for CSWE II G2
Participate in a simple interview• Activity 4. Design a task for CSWE III C2
Negotiate a complex spoken exchange
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Reminder!
•Validity•Reliability•Practicality
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Resources and References
• City & Guilds, Guide to Interlocutors, 2008. www.cityandguilds.com
• Hargreaves, M. Professional Development Kit for Assessment Task Development, 2008.
• Yates, L. Pronunciation, professional development and assessment. Workshop presentation, 2010.
• Yates, L, Springall, J. Assessing Intelligibility, 2008.• CSWE II G2 Assessment Grid