Top Banner
Assessing Speaking for the E8 Standards: The E8 Speaking Classroom Assessment Technical Report 2017 Andrea Kulmhofer Fiona Lackenbauer Rebecca Sickinger Claudia Steininger
98

Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

Jul 09, 2020

Download

Documents

dariahiddleston
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

Assessing Speaking for the E8 Standards:The E8 Speaking Classroom Assessment

Technical Report 2017

Andrea KulmhoferFiona Lackenbauer Rebecca Sickinger Claudia Steininger

Page 2: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens Alpenstraße 121, 5020 Salzburg

www.bifie.at

Assessing Speaking for the E8 Standards: The E8 Speaking Classroom Assessment Technical Report 2017 BIFIE Salzburg (Hrsg.), Salzburg, 2017.

The Technical Report 2017 has been adapted from the Technical Report 2012: Claudia Mewald Otmar Gassner Rainer Brock Fiona Lackenbauer Klaus Siller

Der Text sowie die Aufgabenbeispiele können für Zwecke des Unterrichts in österreichischen Schulen sowie von den Pädago gischen Hochschulen und Universitäten im Bereich der Lehrer aus-, Lehrerfort- und Lehrerweiterbildung in dem für die jeweilige Lehrveranstaltung erforderlichen Umfang von der Homepage (www.bifie.at) heruntergeladen, kopiert und verbreitet werden. Ebenso ist die Vervielfältigung der Texte und Aufgabenbeispiele auf einem anderen Träger als Papier (z. B. im Rahmen von Power-Point-Präsentationen) für Zwecke des Unterrichts gestattet.

Autorinnen und Autoren:

Andrea Kulmhofer Fiona Lackenbauer Rebecca Sickinger Claudia Steininger

Page 3: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

Contents

3 1 INTRODUCTION

3 1.1 Using the Technical Report

3 2 SPEAKING TO COMMUNICATE

5 3 THEORETICAL MODELS

5 3.1 Models of communicative competence 6 3.2 Communicative competence in the CEFR 6 3.2.1 Linguistic competence6 3.2.2 Sociolinguistic competence7 3.2.3 Pragmatic competence 7 3.3 The nature of language in unplanned speech

7 4 E8 SPEAKING ASSESSMENT DEVELOPMENT

9 4.1 Test taker characteristics 9 4.2 Settings and demands of the assessment (context validity) 9 4.2.1 Topic familiarity 9 4.2.2 Prompt writing 9 4.2.3 Rubrics 12 4.2.4 Task types 13 4.2.5 Prompt sets 13 4.2.6 Time constraints 14 4.3 Authenticity of tasks (cognitive validity) 14 4.4 Assessment (scoring validity) 14 4.4.1 Assessment criteria 14 4.4.2 Assessment Scale & Scale Interpretations 19 4.4.3 Rating 20 4.4.4 Assessor/Interlocutor training

21 5 FEEDBACK

21 6 ASSESSING E8 SPEAKING – A SUMMARY

21 6.1 Purpose of the assessment 21 6.2 Description of assessment participants 21 6.3 Task level 22 6.4 Test Construct 22 6.5 Structure of the assessment 22 6.6 Time allocation 22 6.7 Rubrics 22 6.8 E8 Speaking Assessment Scale 23 6.9 Prompt Sets

23 7 CONCLUSIONS AND RECOMMENDATIONS

23 8 BIBLIOGRAPHY

25 9 APPENDICES

Page 4: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

Abbreviations

ANCFL Austrian National Curriculum for Foreign Languages (Österreichischer Lehrplan) BIFIE Bundesinstitut für Bildungsforschung Innovation und Entwicklung des österreichischen SchulwesensCANCODE Cambridge and Nottingham Corpus of Discourse in EnglishCEFR Common European Framework of Reference for Languages: Learning, Teaching, AssessmentE8 Englisch 8. SchulstufeE8 BIST Bildungsstandards Lebende Fremdsprache (Englisch), 8. SchulstufeKOW knowledge of the world

Key Terms:

Assessor the person who assesses the E8 Speaking Classroom Assessment performance(s) of the student(s). This could be the subject teacher, language assistant, second teacher, or other relevant and qualified person in the classroom. Interlocutor the person who guides the student(s) through the relevant prompt set. This could be the subject teacher, language assistant, second teacher, or other relevant and qualified person in the classroom. Global error a systematic error. For the purposes of the E8 Speaking Classroom Assessment, we consider this to be an error that interferes with understanding. L1 first language (for the purposes of this technical report, L1 is assumed to be German)Local error a mistake (not a systematic error). For the purposes of the E8 Speaking Classroom Assessment, we consider this to be an accidental mistake or an error that is so minor as to not interfere with understanding.

Page 5: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

3Speaking to communicate

1 IntroductionThis Technical Report updates the Technical Report 2012. It has been written to support English teachers, particularly those teaching in the 8th school year in AHS and NMS schools in Austria. It describes the new E8 Speaking Classroom Assessment.

The assessment of E8 Speaking has now been placed at the centre of the classroom, and, therefore prominently in the teaching and learning curriculum. An added bonus of moving the assessment of E8 Speaking to the classroom is that results will be immediately avail able to the people (teachers and learners) who can best use the information generated from the assessment(s). Thus, they will be able to make timely interventions for further improvements in the teaching and learning of English.

1.1 Using the Technical Report

The Technical Report provides a brief theoretical background to the assessment of speaking and communicative competence. It explains the new E8 Speaking Assessment including the setting, the assessment scale, training for inter locutors/assessors, and the use of resultant data. It is highly recommended that all AHS/NMS English teachers make use of the online training platform and use the E8 Speaking materials to assess speaking in the 8th school year with the aim of further improving the teaching and learning of speaking in their classroom.

2 Speaking to communicate‘Speaking is one of the most complex and demanding of all human mental operations’ (Taylor, 2011: 70) and yet for language learners, it ‘is widely accepted that speaking is… the most under-developed skill’ (TES, 2017).

Spoken language is significantly different from written text as the CANCODE speaking corpus (Cambridge and Nottingham Corpus of Discourse in English) demonstrates. The difference between spoken and written language is found not only in lexis but also in grammar, and this should be acknowledged in teaching as well as in testing and assessment (McCarthy, 2006).

As well as recognising this distinction between spoken and written texts, there is a need to appreciate the im-portance of encouraging pupils to expand their range within the language. This can be achieved by prioritising range over accuracy in the teaching and assessment of both speaking and writing.

Getting the message across is far the most important to reward. This implies that other marks are likely to favour clarity (e.g. accurate pronunciation and intonation), flow of language, range of language appropriate to the task and, least important, accuracy. Minor errors (those which do not have an impact on meaning) can be virtually ignored. Even more significant errors, such as verb tense errors, may not deflect the listener too much from the intended meaning. At all stages in the language learning process, students need to know that actually communi-cating takes priority over being accurate. The same principles apply to writing. Assessment mark schemes and task rubrics should reflect this. (Smith and Conti, 2016: 207).

This approach has been recognised in the Austrian National Curriculum for Foreign Languages (ANCFL):

Ziel des Fremdsprachunterrichts ist die Entwicklung der kommunikativen Kompetenz in den Fertigkeitsbereichen Hören, Lesen, An Gesprächen teilnehmen, Zusammenhängend Sprechen und Schreiben……Als übergeordnetes Lernziel in allen Fertigkeitsbereichen ist stets die Fähigkeit zur erfolgreichen Kommunikati-on – die nicht mit fehlerfreier Kommunikation zu verwechseln ist – anzustreben. (AHS = BMB, 2000: 1 & 2)(NMS = RIS, 2012: 36 & 38)

Page 6: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

4 Speaking to communicate

This range over accuracy approach is implicit in the E8 Speaking Assessment Scale (appendix i) and is an important part of the training (for more detail see: https://moodle.bifie.at).

The Common European Framework for language learning, teaching and assessment (CEFR) divides language into 5 skills: listening and reading (understanding), writing, and speaking, which is divided into spoken pro-duction and spoken interaction. In the E8 Standards (RIS, 2009: 12-13), 5 skills are also acknowledged. The E8 Speaking Classroom Assessment covers both spoken production and spoken interaction when monologue and dialogues are assessed.

The E8 Standards encourage teachers and students to address the five skills equally and this requirement is explicitly stated in the AHS and NMS curriculums for English:

Die Fertigkeitsbereiche Hören, Lesen, An Gesprächen teilnehmen, Zusammenhängend Sprechen und Schreiben sind in annähernd gleichem Ausmaß regelmäßig und möglichst integrativ zu erarbeiten und zu üben. (AHS = BMB, 2000: 2)(NMS = RIS, 2012: 38)

To assist teachers in the classroom, the E8 Standards describe what language learners should be able to do in spoken production and spoken interaction:

Zusammenhängend sprechenKompetenzniveau

nach GERS

1. Die Schülerinnen und Schüler können über eigene Erfahrungen detailliert berichten und dabei ihre eigenen Gefühle und Reaktionen beschreiben.

B1

2. Die Schülerinnen und Schüler können Pläne, Ziele, Träume und Hoffnungen beschreiben. B1

3. Die Schülerinnen und Schüler können etwas Reales oder Erfundenes erzählen oder in Form einer einfachen Aufzählung berichten.

A2+

4. Die Schülerinnen und Schüler können über Sachverhalte und Abläufe aus dem eigenen alltäglichen Lebensbereich berichten, z. B. über Leute, Orte, Tätigkeiten.

A2+

5. Die Schülerinnen und Schüler können über persönliche Erlebnisse und Beobachtungen in einfachen, zusammenhängenden Sätzen berichten.

A2

6. Die Schülerinnen und Schüler können mit einfachen Mitteln vertraute Gegenstände kurz beschreiben und vergleichen.

A2+

7. Die Schülerinnen und Schüler können sich, die Familie, Freundinnen und Freunde sowie vertraute Orte, persönliche Gegenstände und Tätigkeiten in mehreren ein fachen Sätzen beschreiben.

A2

8. Die Schülerinnen und Schüler können für Ansichten, Pläne oder Handlungen kurze Begründungen oder Erklärungen geben.

B1

Table 1: The BIST descriptors for spoken production

Page 7: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

5Theoretical Models

An Gesprächen teilnehmen Kompetenzniveau nach GERS

1. Die Schülerinnen und Schüler können ein einfaches Gespräch über vertraute Themen (z. B. über Familie, Freundinnen und Freunde, Schule, Freizeit) beginnen, in Gang halten und beenden.

B1

2. Die Schülerinnen und Schüler können Gefühle wie Überraschung, Freude, Bedauern und Gleichgültigkeit ausdrücken und auf solche Gefühlsäußerungen reagieren.

B1

3. Die Schülerinnen und Schüler können in einem Gespräch (z. B. Gruppengespräch in der Klasse) Zustimmung äußern bzw. widersprechen und andere Vorschläge machen.

A2+

4. Die Schülerinnen und Schüler können einfache Vereinbarungen treffen. A2

5. Die Schülerinnen und Schüler können in einfachen Worten die eigenen Ansichten, Pläne und Absichten äußern und begründen.

B1

6. Die Schülerinnen und Schüler können vertraute Alltagssituationen bewältigen, z. B. Gespräche in Geschäften, Restaurants und an Schaltern führen.

A2

7. Die Schülerinnen und Schüler können einfache Erklärungen und Anweisungen geben, z. B. nach dem Weg fragen bzw. den Weg erklären.

A2+

Table 2: The BIST descriptors for spoken interaction

Some current textbooks approved by the Austrian government (e.g. More! series) have included additional targeted speaking activities since the inception of the E8 Speaking Test in 2013. This increase in activities for speaking supports the teacher in teaching all the skills equally in the classroom.

3 Theoretical ModelsModern testing of speaking draws on a history of competence models that have impacted upon the design of testing and assessment procedures (Fulcher and Davidson, 2007). However, it is important to always remember that ‘conditions in the classroom are very different to those in real-life’ (Grauberg, 1997: 201) and the teaching and particularly the assessment of speaking are artificial constructs.

3.1 Models of communicative competence

Canale and Swain (1980: 3) state that ‘Chomsky’s (1965)… claim is that competence refers to the linguistic system (or grammar) that an ideal native speaker of a given language has internalised’; and according to Luoma (2004: 97) ‘[c]ommunicative competence emphasises the users and their use of language for communication.’

In his paper ‘On communicative competence’, Hymes (1972: 282) states that ‘[c]ompetence is dependent upon both (tacit) knowledge and (ability for) use’. Bagarić and Djigunović (2007: 95) point out that Widdowson (1983) built on these ideas and ‘made a distinction between competence and capacity... [where] he defines competence i.e. communicative competence, in terms of the knowledge of linguistic and sociolinguistic con-ventions. Under capacity… he understood the ability to use knowledge as means (sic) of creating meaning in a language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication, and so a predominant feature in the assessment of spoken performances in E8 Speaking.

Bachman (1990: 84) pursues a similar concept and describes communicative language ability (CLA) ‘as con-sisting of both knowledge, or competence, and the capacity for implementing, or executing that competence in appropriate, contextualized communicative language use’.

Canale and Swain (1980: 29-30) divide communicative competence into further components: grammatical competence, sociolinguistic competence (sociocultural rules of use and rules of discourse), and strategic com-petence (including verbal and non-verbal communication strategies).

Page 8: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

6 Theoretical Models

3.2 Communicative competence in the CEFR

Many European countries use the CEFR as a frame for their own national curriculums and assessment models (Broek and van den Ende, 2013). Similarly the E8 Speaking Standards (Mewald et al., 2012) and the new E8 Speaking Classroom Assessment are based upon the language competences described in the CEFR.

According to the CEFR (Council of Europe, 2001: 108), users/learners employ their ‘general capacities... together with more specifically language-related communicative competence’ in order to fulfil communicative purposes. Thus, the CEFR divides communicative competence into three components (Council of Europe, 2001: 108):

Communicative competence… has the following components:

�� linguistic competences;�� sociolinguistic competences;�� pragmatic competences.

3.2.1 Linguistic competence

In the description of linguistic competence, the CEFR refers to ‘the main components of linguistic competence defined as knowledge of, and ability to use, the formal resources from which well-formed, meaningful messages may be assembled and formulated’ (Council of Europe, 2001: 109). Linguistic competence includes:

�� lexical competence,�� grammatical competence,�� semantic competence, �� phonological competence, �� orthographic competence, �� orthoepic competence.

The E8 Speaking Assessment Scale is founded on 4 of these competences:

�� semantic competence, reflected in the dimension Task Achievement & Communication Skills e.g. the orga-nisation of meaning and the structuring of ideas�� phonological competence, assessed in Naturalness of Speech including intonation, sentence stress, rhythm, and general pronunciation�� grammatical competence, targeted in Grammar e.g. tenses, phrases, clauses, sentences etc. (‘the organisation of words into sentences’ (Council of Europe, 2001: 113) )�� lexical competence, the main focus in Vocabulary including stock phrases, collocations, chunks of language, and idioms etc.

Orthographic competence (knowledge of the symbols used in a written text) and orthoepic competence (ability to decode words and thus read a text) are not included in the E8 Speaking Assessment Scale.

3.2.2 Sociolinguistic competence

Sociolinguistic competence is described as the ‘knowledge and skills required to deal with the social dimension of language use’ (Council of Europe, 2001: 118). This includes, for example: greetings, forms of address, turn-taking conventions, politeness, expressions of feelings (e.g. surprise, happiness, sadness, interest and indifference etc.).

In the E8 Speaking Classroom Assessment, ‘introductions and conventions for turntaking’ and politeness con-ventions are both likely to be used (Council of Europe, 2001: 119) dependent on the task and the descriptor being assessed. These should be assessed in the dimension Task Achievement & Communiction skills (‚turn-taking skills‘ and ‚initiating discourse‘).

Page 9: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

7E8 Speaking assessment development

3.2.3 Pragmatic competence

According to the CEFR, ‘[p]ragmatic competence deals with the ability to organise, structure and arrange messages (discourse competence), to perform communicative functions (functional competence), and to sequence turns according to interactional or transactional schemata (design competence)’ (Council of Europe, 2001: 123).

Pragmatic competence deals with:

�� discourse competence – ‘the ability to organise, structure, and arrange messages’ (Council of Europe, 2001: 123). In the E8 Speaking Classroom Assessment this competence can best be demonstrated in the mono-logue part (appendix iv), where the students are most likely to produce text that features whole sentences. In the short and long dialogues (appendix v), the nature of interactive talk will primarily trigger the use of short idea units and incomplete sentences, strings of short phrases, as well as short turns.�� functional competence – the ability to interact with conversational partners. In the E8 Speaking Classroom Assessment this competence is demonstrated in the dialogue parts (appendix v).�� design competence – the ability to sequence turns which would include questions, requests, offers, apologies, acknowledgements, and responses. In the E8 Speaking Classroom Assessment this competence is also demonstrated in the dialogue parts (appendix v).

Pragmatic competence would be assessed in the E8 Speaking Classroom Assessment in the dimension Task Achievement & Communication Skills (‘interactive behaviour’, ‘turn-taking skills’, ‘initiating, maintaining or closing discourse’ etc.).

3.3 The nature of language in unplanned speech

According to Thornbury (2009: 2–4), ‘speech production takes place in real time and is therefore essentially linear. Words follow words, and phrases follow phrases.’ And to ‘compensate for limited planning time [there is often a] chaining together of short phrases and clause-like chunks, which accumulate to form an extended turn’.

Luoma (2004:13) depicts unplanned speech as ‘spoken on the spur of the moment, often in reaction to other speakers’ and typified by ‘incomplete sentences’.

This depiction of speech as unplanned, incomplete, and consisting of chunks reflects the output expected from students during the E8 Speaking Classroom Assessment.

4 E8 Speaking assessment developmentThe design and development of the original E8 Speaking Test is described in the Technical Report 2012 (Mewald et al.: 13–55). What follows is a brief description of the changes made to improve and adapt the original design to suit the new concept of E8 Speaking as a skill taught and assessed in the classroom, with an explanation of key features of the assessment design including the E8 Speaking Assessment Scale.

Although the assessment of E8 Speaking is now classroom-based, we have still followed the framework for con-ceptualising Speaking test validity as shown on the next page (Taylor, 2011: 28) where possible.

Page 10: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

8 E8 Speaking assessment development

Figure 1: A framework for conceptualising speaking test validity (adapted from Taylor, 2011: 28)

Page 11: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

9E8 Speaking assessment development

4.1 Test taker characteristics

Although the model on the previous page refers to test takers, we will refer to pupils or students as there is no longer an E8 Speaking Test but instead a teacher-led assessment.

O’Sullivan and Green (2011: 61) state ‘[a]voiding test bias favouring or penalising any group of test takers must be a priority for the test provider.’ The E8 Speaking Classroom Assessment has been designed for students in the 8th school year who are predominantly between the ages of 13 and 14 and, although a certain homogeneity can be expected in this cohort, the E8 Speaking Team tried to ensure that the materials offered to classroom teachers avoided bias. During item writing, this was an important consideration and this consideration continued into the piloting (and pre-piloting) stage(s) of test items where schools selected were chosen for their range of geo-graphical and social intakes (George et al., 2015).

The setting for the E8 Speaking Classroom Assessment will almost always be the regular classroom with the assessment being carried out by the English teacher. Therefore, aspects such as short/long term illnesses, emo-tional states, motivation etc. should be known to the teacher and accommodations/modifications/special arrangements can be made as necessary.

In formal speaking examinations (such as the 2013 E8 Speaking Test), interlocutor interactions are usually highly scripted and controlled (through scripts and training). Through scripted materials supported by online training and video exemplars (https://moodle.bifie.at/), attempts have been made by the E8 Speaking Team to support a standardised assessment for all pupils. However, we recognise that an assessment conducted by the subject teacher in the classroom environment obviously lacks the rigour of an external test. For this reason, data resulting from the assessment is only for the use of the relevant teacher so that they can improve the teaching and learning of speaking in their classroom rather than for a wider audience and broader purposes.

4.2 Settings and demands of the assessment (context validity)

The setting and demands (task) of the E8 Speaking Classroom Assessment will clearly differ from its predecessor the E8 Speaking Test. An externally assessed formal model has been replaced by a teacher-led, classroom-based format.

4.2.1 Topic familiarity

The vast majority of students taking the E8 Speaking Classroom Assessment will have been following the curriculum for English (AHS = BMB, 2000; NMS = RIS, 2012) and using the approved textbooks for teaching English in Austria (approved by the Bundesministerium für Bildung). They should therefore be familiar with the 17 topic areas that form part of the Construct Space (appendix ii). Test items (prompts) have been generated from these topic areas.

4.2.2 Prompt writing

After the 2013 E8 Speaking Test, prompt evaluation was carried out on all the speaking prompts in the Prompt Bank in preparation for the next round of testing. A set of quality assurance criteria (appendix iii) was drawn up to enable the E8 Speaking Team to select or discard prompts.

Current prompt sets (examples are shown in appendices iv, v, vi) have all been adapted by members of the E8 Speaking Team in accordance with the quality assurance criteria (appendix iii) and have been piloted. The E8 Speaking Team will follow the same procedure for new prompts.

4.2.3 Rubrics

The input language has been designed to be as simple and short as possible. ‘In general, the longer the input candidates have to process, the higher the cognitive demand on them, and the more difficult the task’ (Galaczi

Page 12: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

10 E8 Speaking assessment development

and ffrench, 2011: 145) and therefore, the input language is no higher than CEFR A2 level and kept to a minimum throughout the prompt materials. Piloting was carried out to ensure that the rubrics are clear and that test materials can be successfully completed by students in possession of the lexical and grammatical resources expected of pupils in the 8th school year in Austria (as defined by the curriculum). For example:

�� Monologue Draft 02.08.2017

17

Page 13: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

11E8 Speaking assessment development

�� DialoguesDraft 02.08.2017

18

Page 14: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

12 E8 Speaking assessment development

4.2.4 Task types

As Galaczi and ffrench note, ‘[i]n speaking assessment, response format types typically refer to patterns of inter-action, and can roughly be divided into monologic and dialogic’ (Galaczi & ffrench, 2011: 113).

The E8 Speaking Classroom Assessment, like its predecessor the E8 Speaking Test, offers both types of inter-action1.

Generally, tasks have been designed to encourage students to add their own ideas and to use their own language, and to balance language output from each pupil.

1 However, in the new assessment, as the teachers should be well known to their pupils, the interview part of the test is no longer needed.

Draft 02.08.2017

19

4.2.4 Task types

As Galaczi and ffrench note, ‘[i]n speaking assessment, response format types typically refer to patterns of interaction, and can roughly be divided into monologic and dialogic’ (Taylor, 2011: 113).

Page 15: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

13E8 Speaking assessment development

Different tasks demand the use of different text types. These are listed in the Construct Space (see appendix ii) and are unchanged from previous years.

Monologue

�� One topic is offered to each student.�� Each monologue has 6 content points providing a guideline for the student. The content points are spread over the page rather than listed in an attempt to encourage pupils to speak more widely about the topic rather than working their way down a prescribed list.�� As before, standardised repair questions are provided and these are listed next to the relevant content points in the prompt sets for ease of use. These can be used by the interlocutors to support the pupils in cases of communication breakdown.

Short dialogue

�� Short dialogues were originally added to the E8 Speaking materials to ensure that transactional communicative strategies could be shown by test takers. And in many of the tasks, an agreement needs to be reached. These remain in the new format.�� To minimise cognitive load, pictures have been used wherever possible rather than text. This has the added benefit of giving the students less language to lift from the prompt. �� One general repair question is provided.

Long dialogue

�� Piloting highlighted the need for further refinement of the design of the long dialogue to encourage a discussion between students rather than a question and answer session. Changes have been made including an increase in the use of pictorial inputs over text.�� Question words have been moved to the bottom of the page and form a question word word-bank encour aging students to generate their own questions rather than simply using given input phrases.�� Repair slips are provided to re-start the discussion if a pair is no longer able to maintain the dialogue.

4.2.5 Prompt sets

In the new E8 Speaking Classroom Assessment, teachers are offered three possibilities:

�� a full prompt set (including monologue, and short and long dialogues) (appendix vi)�� a monologue prompt set (appendix iv)�� a dialogue prompt set (including short and long dialogues) (appendix v).

The assessment of both spoken production and spoken interaction can only be achieved through the use of a full prompt set (monologue and dialogues), however the E8 Speaking Team has recognised that time in the classroom setting is a limiting factor, and therefore, other options have been designed. Teachers might only have time to assess monologues or dialogues. Or, teachers might wish to assess monologues at one point in the academic year, and dialogues at another.

4.2.6 Time constraints

Speaking, as previously mentioned, is normally an unplanned, unscripted performance. The time constraints explicit in the E8 Speaking Classroom Assessment, both the parameters given for planning time and speaking time and the added constraint of the classroom setting within a timetabled school day, must clearly have an impact on students’ performances. Due to the assessment format, this cannot be standardized across settings. Although guidelines (see page 22) are given, the individual teacher must manage their own assessment process.

Page 16: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

14 E8 Speaking assessment development

4.3 Authenticity of tasks (cognitive validity)

Cognitive validity has been described as ‘the extent to which the tasks in question succeed in eliciting from candidates a set of processes which resemble those employed in a real-world speaking event’ (Field, 2011: 65). A key word in this sentence is ‘resemble’: as Fulcher and Davidson (2007: 63) point out ‘authentic’ tasks in a test taking or assessment environment can only allow ‘us to observe the use of processes that would be used in real-world language use’. And this is the aim in the E8 Speaking Classroom Assessment where tasks are as authentic as possible.

During the re-design of the E8 Speaking tasks – prompted by the change in assessment policy from formal, external testing to teacher assessment, and after the piloting of the tasks – the E8 Speaking Team further adapted the prompt sets. These changes were made to include further simplified interlocutor rubrics and more ‘visual support for conceptualisation [for students thus avoiding] weighting assessment… too heavily in favour of the test takers’ imagination rather than their language’ (Field, 2011: 89).

4.4 Assessment (scoring validity)

The E8 Speaking Assessment Scale (appendix i) has been amended since its inception, partly to align it more closely with the E8 Writing Rating Scale and partly to simplify the scale further in preparation for its use by subject teachers for assessment rather than as a formal, external testing tool.

4.4.1 Assessment criteria

The four assessment criteria (Task Achievement & Communication Skills, Naturalness of Speech, Grammar, and Vocabulary) are given equal weighting and are seen as equally important in E8 Speaking Classroom Assessment. However, an aspect of a candidate’s spoken language could be assessed in more than one dimension e.g. a good phrase could help the turn-taking during the dialogues and therefore be assessed for Task Achievement, but the lexis used would also be considered in the Vocabulary dimension.

4.4.2 Assessment Scale and Scale Interpretations

Obviously, an assessment scale has to be capable of assessing the responses elicited by the set task. Therefore, the criteria within the scale should be defined in a way that any given response would receive the same assess-ment regardless of who the assessor is or when the response is assessed. As the subject teacher will now be the assessor, and probably the interlocutor as well, working in real-time, an E8 Speaking Rating Sheet (appendix vii) has been developed to assist the teacher in this potentially demanding task. The E8 Speaking Assessment Scale has been duplicated and combined with columns for easy ‘ticking off’ whilst pupils are talking. While we acknowledge that reliability across schools, classes, and teachers, is almost impossible to ensure, it is hoped that by providing training and an online platform offering benchmarked performances and advice, teachers will be supported in the role as assessor (and interlocutor).

As mentioned above, the E8 Speaking Assessment Scale is divided into 4 dimensions – the four assessment criteria: Task Achievement & Communicative Skills, Naturalness of Speech, Grammar and Vocabulary. These dimensions have been adapted since the first iteration – clarity is now included in Task Achievement & Com-municative Skills which fits more naturally with the Council of Europe definitions of competences (2001: 9–14). Each part of the assessment is assessed holistically and the students’ scores can be input into the Data Assessment Tool to provide teachers and pupils with feedback.

Each dimension is divided into 7 bands. Descriptors are given for bands 1, 3, 5, and 7. Bands 0, 2, 4, and 6 cover those performances that are either slightly above or slightly below an adjacent band.

To provide teachers with further information to assist with assessments, scale interpretations discussing each dimension follow.

Page 17: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

15E8 Speaking assessment development

Scale Interpretation: Task Achievement & Communication Skills

In Task Achievement and Communication Skills the following are assessed:

�� the information the test takers provide (propositional precision),�� the quality of the narrative (thematic development, primarily in the monologue part),�� the ability to interact with a partner (turn-taking in the dialogues).

Propositional precision refers to the information that is communicated in the performance as well as to the successful completion of a communicative speech act. In propositional precision we ask ourselves: what is the information we get like? Is it detailed, concrete, limited, or more or less non-existent?

In the monologue part, students are asked to give information about a given topic. In addition they are provided with content points. Thematic development primarily refers to the monologue part. It deals with the way the speaker develops a speech act with respect to the given theme. If individual ideas (main points) are expanded with relevant detail, thematic development has been successful.

The content points are to be seen as guiding points for students to help them to speak freely for two minutes about their topic, but they are not mandatory and pupils are not penalised if they do not address them. The assessor must concentrate on the overall information that the student is able to pass on and its quality, and evaluate it according to the assessment scale. We expect students to talk about the given topic and to give infor-mation that is relevant to that topic.

If the student is unable to continue speaking, the repair questions can be used to help them formulate ideas and produce language relevant to the topic. As students are supposed to produce a flow of discourse in the mono-logue section, and not interact with the interlocutor, it will not be possible to assess the true level of candidates’ communication skills here. If, however, they do interact by asking for the translation of a German word in English (e.g. What is ‘Schläger’ in English?) they should receive the support necessary to carry on.

In turn-taking, we assess the students’ ability to interact with each other. This can be seen as the ability to begin, maintain, and end a conversation. Students may use:

�� chunks of language (e.g. What I want to say is…, First of all I want to say that…, If you want to do me a favour … etc.) �� stock phrases (e.g. I agree with you, I think so too, I see what you mean, but I think…, I don’t think so, What do you think?, And you? etc.)�� discourse markers (e.g. well, I’d just like to say, right, now, anyway, I mean, oh, good, great, okay, then etc.) �� formulaic language (e.g. pause fillers: like, er, uhm, hmm, yeah; asking for repetition: Could you say that again, please?, Sorry? What was that?; paraphrase: It’s a kind of…, You mean… etc.).

In the short dialogue the students are asked to participate in a functional discourse. The functional aspect of the short dialogue often requires the students to come to a defined result. We can expect the students to exhibit turn-taking skills in order to achieve the task that may be an invitation, an excuse, a purchase, a decision-making process etc. We can thus expect the students to show, in a guided way, the extent to which they are able to initi-ate, maintain, and close a conversation; and how effective they are when doing this. Good speakers will have no problems f ormulating the necessary questions to accomplish the task. Utterances containing suggestions (e.g. Would you ...?), agreement (e.g. Me too.), or disagreement (e.g. No, I don’t.), and their quality will also indicate communicative competence. Other indicators of communicative competence will be the use of stock phrases such as of course, and not at all and the frequency of their use.

The long dialogue is guided by key words or phrases, images, and a question word word-bank that together serve the same function as the content points in the monologue. They are stimuli and not compulsory items to be dealt with. Students might develop a successful conversation about the topic solely following their own ideas. As students should interact with each other, and may in some cases even interrupt each other, it is less likely that they will have the opportunity to provide too much detailed information before they are confronted

Page 18: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

16 E8 Speaking assessment development

with another point by their partner. Students should be able to initiate, maintain, and end parts of the conver-sation. However, when there is a marked imbalance or breakdown of communication, the interlocutor should intervene.

Speakers with good communication skills will try to provide a good balance in their discussion using learnt phrases such as I think… In my opinion… etc. We can expect good speakers to use phrases such as Me too, I agree/disagree, Really?, Cool etc. when reacting to their partner’s utterances. And finally, stock phrases such as And what about you? What do you think? What’s your opinion? will be employed by good speakers to encourage verbal output from their conversation partners.

In the assessment of Task Achievement & Communication Skills the test takers are allocated one of seven bands.

�� Band 7 performers give rich, clear and concrete information and are able to expand main points with rele-vant examples. They are effective in turn-taking. �� Band 5 performers give clear and concrete information and they develop a straightforward narrative in the monologue part. They are capable of turn-taking and can initiate, maintain, and close a conversation.�� Band 3 performers give limited information and in the monologue they give a simple list of points at sentence or word-group level. They can ask basic questions in the dialogues. The students may partly rely on the interlocutor’s support through repair questions to keep going.�� Band 1 performers give very little information and cannot go beyond simple statements or negations on word or word-group level in the monologue. This will mostly result from the fact that they cannot develop a narrative independently and rely on the interlocutor’s repair questions. They may make attempts to ask questions (e.g. raising intonation) but are not effective in questioning. The interlocutor may have to use the repair questions to keep the dialogue going.

Scale Interpretation: Naturalness of Speech

A performance is considered natural if the pronunciation is intelligible and the intonation supports meaning. In order to achieve this, performances have to reach a certain level of fluency and phonological flow. As Luoma (2004: 88) points out ‘[f ]luency is a thorny issue in assessing speaking’ as many different meanings have been assigned to the term (including the basic distinction between the general meaning of being fluent in languages and definitions used by linguistics).

Definitions of fluency often include references to flow or smoothness, rate of speech, absence of excessive pausing, absence of disturbing hesitation markers, length of utterances, and connectedness. (Koponen in Luoma, 2004: 88).

Participants of fluent conversations retrieve chunks of language and provide interactive support to the flow of talk, helping each other to be fluent and creating confluence in the conversation using natural pauses.

In the E8 Speaking Classroom Assessment, naturalness of speech surfaces as phonological flow in the sense that natural pronunciation and intonation should make it possible for native speakers of English to understand the speaker’s messages.

In the monologue, the speaker is expected to speak fluently and naturally for two minutes and their narrative should flow in the sense that it is as coherent and cohesive as unplanned speech can be. That is, we cannot expect elaborate, complex sentences of the quality of a written text, but we expect the students to use simple connectors (and, but, because, first, then, later, at last, personal pronouns etc.) and possibly some stock phrases that highlight the beginning, the main part, or the end of their monologue (I will talk about..., the most important thing..., what I like best is..., all in all this was..., finally I would like to say that...). In the dialogues discourse markers (well…, you know…, right...), formulaic speech (have a nice day…, see you…, and you...) as well as pre-fabri-cated chunks and phrases (would you like a...?, the thing is..., are you with me?) make spoken language fluent and compensate for the cognitive demands of grammatical or lexical planning in spoken text(s).

Page 19: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

17E8 Speaking assessment development

As in all dimensions, in the assessment of Naturalness of Speech the students are allocated one of seven bands.

�� Band 7 performances are fluent and spontaneous. The performances are delivered at a fairly even tempo and pauses are naturally placed. The speakers will produce longer stretches of language (especially in the mono-logue part) with pronunciation and intonation that make the performance easily intelligible. It is possible that minor inaccuracies could occur.�� Band 5 speakers show some degree of fluency, although some pausing for lexical or grammatical planning or repair may be necessary. The speakers produce connected stretches of language that are long enough for pronunciation and intonation to sound intelligible. At this level some mispronunciations that do not impair communication can be tolerated.�� Band 3 performances are interrupted by noticeable pauses, hesitations, and false starts, which sometimes cause the breakdown of communication. The contributions and exchanges are short and generally intelligibly pronounced; too short, however, to develop natural intonation. Extensive pauses, overly short contributions, and/or poor pronunciation may cause communication to break down.�� Band 1 performances frequently suffer from a breakdown of communication this may be caused by hesita-tions, the use of very short and isolated utterances, and/or frequent mispronunciations making it hard for native speakers to understand the message.

Scale Interpretation: Grammar

The scale for grammar comprises descriptors for range and control. Therefore, the assessor evaluates the student’s ability to make use of a range of grammatical structures, and the level of their accuracy. The focus is on gram-matical forms that by creating meaning, and being reasonably correct, accomplish successful communication. It is important for assessors to remember that spoken grammar is different to written grammar.

Although there is some planning time, speech production in the E8 Speaking Classroom Assessment takes place in real time and is therefore considered to show the characteristics typical of unplanned speech. Thus, the per-formances are expected to be linear and the students will mostly use an add-on strategy of stringing short idea units together. While we generally expect complete sentences in the monologue, the dialogues will primarily feature incomplete sentences, word groups, short phrases, or chunks of language. We have to acknowledge that incomplete utterances (Could be), ellipsis (Sounds like a good idea), syntactic blends (I’ve been to London… last year), or vague language (kind of machine) are natural. Moreover, present simple, past simple, active verb forms, modal verbs, personal pronouns, and determiners will be frequent; and in contrast, continuous forms, perfect forms, and the passive will be rare. More able students will show their speaking ability by using more complex forms than might be expected, for example: verbs can be modified; adverbs can be used; different sentence structures can be utilised such as statement, question, negation, command/directive, or exclamation.

In the E8 Speaking Classroom Assessment, range overrules accuracy in the sense that rich grammatical range through risk taking is encouraged, while inaccuracies that do not impair meaning play a minor role. The more varied the grammatical range, the higher the band. Risk taking which results in rich structures, but reduced control, does not necessarily lead to the performance being placed at a lower band.

Local errors that do not hinder communication are not considered to be problematic unless their frequency impairs the message. Only global errors that interfere with the comprehensibility of the text will result in the awarding of a lower band.

Students are encouraged to make use of their full potential and the more creative the structural features they show the better. Nevertheless, the use of variation should not be exaggerated either.

The placement of a performance at a certain band reflects the range of grammatical structures and the level of their correctness within a meaningfully and successfully accomplished communicative task.

The monologues are designed in a way that students at A2 or B1 level have a good chance to succeed and de-monstrate their grammatical range appropriately. Short dialogues are targeted at A2 level. Long dialogues have the potential to elicit B1 language and, as a consequence, also grammatical structures representative of that level.

Page 20: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

18 E8 Speaking assessment development

Again, students are allocated one of seven bands.

�� Band 7 performances should show a variety of grammatical structures and may occasionally go beyond the obvious and expected. However, any enhancement should not make the message sound unnatural or result in an exaggeration of grammatical structures (range for the sake of range). In addition to good range, a rela-tively high degree of grammatical control is expected. A few inaccuracies can occur but they will not impair communication.�� Band 5 performances show sufficient range of grammatical structures. Occasional inaccuracies that can impair communication can be tolerated. Performances are unlikely to show risk-taking nor demonstrate that the candidate is attempting to move beyond the basic structures required to meet the prompt expectations. Per-formances at band 5 are typified by an unwillingness to leave the comfort zone of familiar structures.�� Band 3 performances feature a limited range of simple grammatical structures. This means that the gramma-tical structures are just enough to achieve successful communication. Mostly they are very simple and re-petitive. Performances at band 3 can be frequently inaccurate and may show basic mistakes. However, these mistakes will not necessarily cause a breakdown of communication.�� Band 1 performances feature an extremely limited range of simple structures: structures that are repetitive and follow very simple Subject-Predicate-Object sentence patterns. The structures hardly go beyond the learnt repertoire of beginners. In addition to structural restrictions, band 1 performances show limited control, which frequently causes a breakdown of communication.

Scale Interpretation: Vocabulary

To assess vocabulary in the E8 Speaking Classroom Assessment, assessors look at content words – nouns, verbs, adjectives, adverbs (the correct use of adjectives and adverbs would be assessed under Grammar) –, colloca-tions, and chunks of language that a speaker uses to fulfil a communicative task. The assessment of vocabulary considers the nature of lexis in unplanned speech. And both the range and accuracy will be considered with an emphasis placed on the former.

Vocabulary range refers to the breadth of vocabulary the speakers use in their performances. In the E8 Speaking context, range must be interpreted in relation to the prompt and the constraints that real time performances provide.

It is important to remember that vocabulary items are not limited to single words but include formulaic language, collocations, discourse markers, and chunks of language.

It is not enough for a speaker to use a large number of different words in a performance to achieve a high band in assessment. The words a speaker chooses must be relevant and appropriate to the topic and used in such a way that the message is communicated meaningfully. A good speaker will use vocabulary that is generally accurate enough to formulate even more complex ideas. Speakers who stay in absolutely safe language areas and avoid taking any risk will have less evidence of mistakes, however, it is E8 policy to encourage students to venture out of their safe language zone by rewarding risk taking.

In the assessment of vocabulary the test takers are allocated one of seven bands.

�� Band 7 performances contain a good selection of content words and phrases that demonstrate that the speak ers are able to express their ideas and occasionally even vary formulations so as not to appear repetitive. We may well expect one or more expressions to stand out and exceed what we typically expect from students at this level. However, it is possible that occasional, minor inaccuracies could occur.�� Band 5 performances contain a sufficient range of mostly high-frequency words that again meet the need to communicate ideas and are generally used accurately. There may be some occasional mistakes, particularly when the speaker is trying to communicate a more complex idea.�� Band 3 performances show a limited lexical range containing only a rather narrow repertoire of high- frequency words, but still the simple ideas that are communicated are mostly understandable, even if there is a certain amount of inaccurate vocabulary which can hinder communication.

Page 21: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

19E8 Speaking assessment development

�� Band 1 speakers with extremely limited lexical competence in English will demonstrate this by including only a few very high-frequency content words that are more often than not inaccurate and inappropriate. We commonly expect band 1 speakers to compensate for their lack in lexical range by interspersing their production with fillers (ermm…, ahh...) or L1 words in order to keep going, thus having the knock on effect of frequently causing a breakdown in communication.

To support teachers in their role as assessor, examples of benchmarked performances are shown in face-to-face training sessions, and provided online (https://moodle.bifie.at/) where they serve as an ongoing resource for teachers.

4.4.3 Rating

As previously mentioned, the rating process has been returned to the heart of the classroom. The subject teacher will almost certainly be assessor and interlocutor as well as being the teacher. Combining these roles, while not simple, will allow the teacher to not only control the process but also to quickly utilise the resultant data to improve the teaching and learning in their classroom.

The complexity of this task should not deter teachers from using the materials offered. In fact, in many coun-tries formal speaking assessments have been/are carried out by the subject teacher in a similar fashion (for an example, see Edexcel, 2012).

To support teachers, there is a range of training material on an online platform (https://moodle.bifie.at/) sup-plemented, in most instances, by face-to-face training sessions. The rubrics are simple and straightforward to use (piloting of the materials has been carried out to confirm this), and the E8 Speaking Rating Sheet has been devel oped with the specific purpose of allowing teachers to quickly and easily rate the real-time performances of their pupils (appendix vii). Videos are also available on the online platform (https://moodle.bifie.at/) de-monstrating how the teacher can arrange their classroom and carry out either a full prompt set assessment, monologue assessment, or dialogues assessment with the rest of the class working independently in the same classroom.

Suggestions as to how the classroom could be organised are shown below:

Figure 2: Possible seating arrangement for monologue assessment

teacher’s desk

students’ desk students’ desk students’ desk

students’ desk

students’ desk

students’ desk

student

students’ desk students’ desk

Page 22: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

20 E8 Speaking assessment development

Figure 3: Possible seating arrangement for full assessment and dialogues assessment

As the rater (assessor) will be the subject teacher, rater variability and therefore rater judgements will probably show considerable divergence. Myford and Wolfe (2003, 2004) have highlighted key aspects of rater effects including the ‘leniency/severity’ effect, the ‘halo’ effect, and the ‘bias’ effect, among others (Taylor and Galaczi, 2011: 209). Rater training is seen as an important counter to these effects and a precursor for the standardisation of rating.

As part of the purpose of the new assessment design is to embed the assessment of speaking in the classroom with the teacher taking the lead in the teaching and assessment of speaking, the training for the role of inter-locutor and assessor has also been devolved and moved closer to the classroom. While this has the obvious benefit of putting the teacher at the heart of the process, it will also have a negative impact upon standardisation, and although attempts will be made to lessen this negative impact through a cascade training model and online training and support, the results will no longer be of sufficient validity to be reported on a national level, and will instead be used solely to improve the teaching and learning of speaking in the classroom. One could argue, that the focus has simply returned to where it should always have been: in the classroom where the teachers and learners are.

4.4.4 Assessor/Interlocutor training

A. The training of facilitators – who will then cascade information to subject teachers – led by members of the E8 Speaking Team �� Part 1: Face-to-face training including: prompt sets and prompt interpretations, interlocutor behaviour and guidelines, practice session with peers, the assessment scale.�� Part 2: Online training using the online platform: theoretical background to speaking in the classroom; the E8 Speaking Classroom Assessment; the role of the interlocutor and assessor; the E8 Speaking Assessment Scale; using the E8 Speaking Assessment Scale and the accompanying Rating Sheet; working with the data. �� Part 3: Face-to-face training including: feedback from the online course, improving the teaching of speaking in the classroom, preparing to share the knowledge with other English teachers.

B. Training of subject teachers by facilitators/members of the E8 Speaking Team

�� Face-to-face training: this may vary depending on the setting and the audience (for example, training in a departmental meeting for the subject teachers in a school will differ from the training offered in a university setting or for formal in-service training for a group of teachers from different schools/school types). How-ever, we would expect the following to be covered to a certain degree: prompt sets and prompt interpreta-tions, interlocutor behaviour and guidelines, the role of the assessor, the E8 Speaking Assessment Scale, improving the teaching of speaking in the classroom.�� Online training using the online platform as above.

teacher’s desk

students’ desk students’ desk students’ desk

students’ desk

students’ desk

students’ desk

student 2

student 1

Page 23: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

21Feedback

C. Updates via the online platform

�� The online platform will be updated on an annual basis with prompt sets being added to allow teachers to use new materials for the new academic year. While it is likely that materials will be recycled new items will also be added.

5 FeedbackAs no formal standardisation or moderation processes are available, assessor reliability cannot be guaranteed. For this reason, results are only made available to the teacher and, presumably, their pupils. The data generated should be used to improve the teaching and learning of speaking in that classroom, and could inform pupils’ report grades, but it cannot be used for more general purposes.

To assist teachers in their analysis of results, they are provided with an assessment tool via the online platform. Once the teacher has made his/her assessment of a pupil’s performance, these results can be entered into the Data Assessment Tool (https://moodle.bifie.at/) which can then offer a quick analysis of the figures: showing how groups of students as well as individual students perform in relation to the four dimensions of the E8 Speaking Assessment Scale.

This information then directs the subject teacher to material (both further reading and classroom ready resources) that can be utilised to make immediate improvements to the teaching and learning of speaking in the classroom (https://moodle.bifie.at/). It is hoped that this simple tool will assist in the intended purpose of the E8 Speaking Classroom Assessment: the improvement of the teaching and learning of speaking in the classroom. Washback should occur at the classroom level. However, to ensure that this washback effect also impacts at the curriculum level, we expect that mechanisms will be put in place for further dialogue between individual subject teachers and the test (assessment) designers and curriculum developers of the future (indeed, the online platform includes a comments section to encourage such dialogue).

6 Assessing E8 Speaking – a summary

6.1 Purpose of the assessment

The E8 Speaking Classroom Assessment, as it now takes place in the classroom and is conducted by the subject teacher, should result in a timely improvement of the teaching and learning of speaking in the classroom as feedback from the assessment will be immediate.

6.2 Description of assessment participants

While the target audience is pupils of the 8th school year in both AHS and NMS settings in Austria, the deci-sion of how, when, and with whom the assessment process will be carried out lies with the subject teacher.

6.3 Test level

The difficultly level of the test is supposed to encompass levels A2 to B1 in the CEFR.

Page 24: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

22 Assessing E8 Speaking - a summary

6.4 Test Construct

Since the pupils’ communicative competence will be assessed, the most significant competences needed for speaking have to be defined:

�� an appropriate response to the task, the adequate use of devices to communicate clearly, and turn-taking (Task Achievement & Communicative Skills)�� the ability to produce natural speech by using standard pronunciation and stress and by producing fluent utterances (Naturalness of Speech)�� the students’ linguistic competence demonstrated in the adequate use of a range of grammatical structures and the choice and accuracy of vocabulary (Grammar; Vocabulary).

Moreover, the Construct Space, used to construct tasks, has to be specified (appendix ii). It lists the E8 BIST descriptors, the topics from the ANCFL, the spoken text types, the speaking purpose/communicative functions, the context/audience, and the CEFR descriptors with which the E8 BIST descriptors can be linked.

6.5 Structure of the assessment

The assessment is designed to be carried out and assessed by the subject teacher (potentially with assistance from a classroom assistant and/or second teacher). The subject teacher should have completed the E8 Speaking Classroom Assessment training (at minimum the online training course).

The subject teacher has the choice of the following formats:

1. full prompt set including 2 monologues, 1 short dialogue and 1 long dialogue2. monologue prompt set including a minimum of 2 monologues3. dialogues prompt set including 1 short dialogue and 1 long dialogue.

They should follow the scripts given in the prompt sets and can use the advice offered in this technical report and on the online platform regarding setting, procedures etc.

6.6 Time allocation

The prompt sets include time allocations for pupils to plan their performance(s) when necessary (monologue and long dialogue) and also clearly show the time allowed for each performance. Subject teachers should take these timings into account when planning the lessons in which assessments will take place. As a guide:

�� a monologue requires 1 minute for planning and 2 minutes for the performance�� a short dialogue requires 1–2 minutes in total (no planning is necessary)�� a long dialogue requires 1 minute for planning and 5 minutes for the performance.

6.7 Rubrics

All rubrics are in English. In order to be easily understandable for the students and easy to use for the subject teachers, the language level does not exceed CEFR level A2 and instructions are simple and repetitive.

6.8 E8 Speaking Assessment Scale

The assessment scale has been slightly re-designed to align with the E8 Writing Rating Scale and for ease of use for subject teachers. An E8 Speaking Rating Sheet (appendix vii) has also been developed to assist the subject teacher in their role as assessor. As before, descriptors for each of the 4 dimensions are given for bands 1, 3, 5, and 7. Bands 2, 4, and 6 are awarded for performances slightly above or below the adjacent level.

Page 25: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

23Conclusions and recommendations

6.9 Prompt sets

Prompt sets have been developed and piloted by the E8 Speaking Team. Repair questions have been provided for use by the interlocutor in cases of communication breakdown to encourage the student(s) to continue speaking.

7 Conclusions and recommendationsIn Figueras’ (2014: 15) report, she discussed possible further developments. Included were:

�� The need to stress the benefits for teaching and learning English speaking at schools. It is hoped that the transfer of responsibility of the assessment of E8 Speaking to the classroom and subject teacher, with the support of the online platform and a simple diagnostic tool, will accelerate this process.�� The issue of sustainability. The training of facilitators, who can, using a cascade model, further disseminate the assessment model, coupled with the provision of an ongoing online platform should help with the prop-agation and longevity of the project.

8 BibliographyBachman, L.F. (1990) Fundamental Considerations in Language Testing. Oxford: OUP.

Bagarić, V. & Djigunović, J. M. (2007) Defining Communicative Competence. Metodika, 8 (1), 94–103.

Bundesministerium für Bildung (2000) Lehrplan AHS Unterstufe Lebende Fremdsprache [Online]. Available from: https://www.bmb.gv.at/schulen/unterricht/lp/lp_ahs_unterstufe.html [Accessed 25 July 2017].

Broek, S. & van den Ende, I. (2013) The Implementation of the Common European Framework for Languages in European Education Systems Study. Brussels: European Parliament. Available from: http://www.europarl.europa.eu/studies [Accessed 15 July 2017].

Canale, M. & Swain, M. (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1–47.

Cambridge English (2016) Key for Schools Handbook for Teachers. Cambridge English. Available from: http://www.cambridgeenglish.org/images/168174-cambridge-english-key-for-schools-handbook-for-teachers.pdf [Accessed 25 July 2017].

Cambridge English (2016) Cambridge English Preliminary Handbook for Teachers. Cambridge English. Avail-able from: http://www.cambridgeenglish.org/images/168150-cambridge-english-preliminary-teachers-hand-book.pdf [Accessed 25 July 2017].

Chomsky, N. (1965) Aspects of the theory of syntax. Cambridge, Mass.: MIT Press. (Cited in Canale and Swain, 1990: 3).

Council of Europe (2001) Common European Framework of Reference for Languages, Teaching, Assessment. Cam-bridge: Cambridge University Press.

Edexcel (2012) GCSE Spoken Language: Controlled Assessment Teacher Support Book. Pearson. Available from: https://qualifications.pearson.com/content/dam/pdf/subject-updates/languages/GCSE-Controlled-Assess-ment-TSB%20MFL%20_Speaking_%20finalised.pdf [Accessed 18 July 2017].English Vocabulary Profile. Available from: http://vocabulary.englishprofile.org/staticfiles/about.html [Accessed 25 July 2017].

Page 26: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

24 Bibliography

Field, J. (2011) Cognitive Validity. In Taylor, L. (ed). Studies in Language 30 Examining Speaking Research and practice in assessing second language speaking. Cambridge: University Press, Cambridge.

Figueras, N. (2014) Speaking Test and Rater Training Programme for the E8 Standards Evaluation Report. Barce-lona: unpublished.

ffrench, A. (2003) The change process at the paper level, Paper 5 Speaking, in Weir, C. and Milanovic, M. (eds) Continuity and Innovation: Revising the Cambridge Proficiency in English Examinations, 1913–2022, Studies in Language Testing 15, Cambridge: Cambridge University Press: 367-471. (Cited in Taylor, 2011: 113).

Fulcher, G. & Davidson, F. (2007) Language Testing and Assessment an advanced resource book. Abingdon: Rout-ledge.

Galaczi, E. & ffrench, A. (2011) Context Validity. In Taylor, L. (ed). Sutdies in Language Testing, 30 Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge University Press.

Gassner, O. et al. (2005) Bildungsstandards in Österreich Fremdsprachen Englisch 8 Schulstufe. bm:bwk ÖSZ.

George, A.C., Itzlinger-Bruneforht, U. & Trendtel, M. (2015) Stichprobenziehung in Bildungsstandardüberprü-fungen und Pilotierungen. Technische Dokumentation – BIST-Ü. Available from: https://www.bifie.at/system/files/dl/TD_Stichprobenziehung.pdf [Accessed 3 August 2017].

Grauberg, W. (1997) The Elements of Foreign Language Teaching. Clevedon; Philadelphia: Multilingual Matters Ltd.

Hymes, D. (1972) On Communicative Competence. In J.J. Gumperz & D. Hymes (eds), Sociolinguistics. Har-mondsworth: Penguin Books.

Koponen, M. (1995) Let your language and thoughts flow! Is there a case for ‘fluency’ in ELT and applied linguistics? Paper presented at the Language Testing Forum, Newcastle, UK, November 1995. (Cited in Luoma, 2004, 88).

Luoma, S. (2004) Assessing Speaking. Cambridge: Cambridge University Press.

Mewald, C., Gassner, O., Brock, R., Lackenbauer, F., Siller, K. (2013) Testing Speaking for the E8 Standards Technical Report 2012. Salzburg: Bifie.

McCarthy, M. (2006) Explorations in Corpus Linguistics. New York: Cambridge University Press Marketing Department.

Myford, C. M. & Wolfe, E. W. (2003) Detecting and measuring rater effects using multi-facet Rasch measure-ment: Part 1, Journal of Applied Measurements 4 (4), 386–422. (Cited in Taylor, 2011: 209).

Myford, C. M. & Wolfe, E. W. (2004) Detecting and measuring rater effects using multi-facet Rasch measure-ment: Part 2. Journal of Applied Measurements 5 (2), 189–227. (Cited in Taylor, 2011: 209).

O’Sullivan, B. & Green, A. (2011) Test taker characteristics. In Taylor, L. (ed). Studies in Language Testing, 30. Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge: University Press, Cambridge.

RIS, (2012). Lehrplan Lebende Fremdsprache. [Online]. Available from: https://www.ris.bka.gv.at/Geltende-Fassung/Bundesnormen/20007850/Lehrpläne%20-%20Neue%20Mittelschule%2c%20Fassung%20vom%2025.07.2017.pdf. [Accessed 25 July 2017].RIS, (2009). Verordnung: Bildungsstandards im Schulwesen. [Online]. Available from: https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/20006166/Bildungsstandards%20im%20Schulwesen%2c%20Fassung%20vom%2025.07.2017.pdf?FassungVom=2017-07-25 [Accessed 25 July 2017].

Page 27: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

25Appendices

Shala, S. & Mansoor, T. (2015) Assessing speaking ability in academic context: focusing on a mixed methods approach. International Journal of Research Studies in Language Learning, 4 (1), 71–81.

Smith, S. & Conti, G. (2016) The Language Teacher Toolkit. Poland: Amazon Fulfillment.

Taylor, L. (2011) Studies in Language Testing, 30. Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge: University Press, Cambridge.

Taylor, L. & Galaczi, E. (2011) Scoring validity. In Taylor, L. (ed). Studies in Language Testing, 30. Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge: University Press, Cambridge.

TES (Times Educational Supplement) (2017) MFL – Speaking skills teaching resources. [Online]. Available from: https://www.tes.com/articles/mfl-speaking-skills-teaching-resources. [Accessed 13 July 2017].

Thornbury, S. (2009) How to Teach Speaking. Harlow: Pearson Longman.

Widdowson, H.G. (1983) Learning Purpose and Language Use. Oxford: OUP. (Cited in Bagarić and Djigunovic, 2007: 95).

9 Appendices i. E8 Speaking Assessment Scaleii. Construct Spaceiii. Quality Assurance Criteriaiv. Monologue Prompt Set – examplev. Dialogues Prompt Set – examplevi. Full Prompt Set – examplevii. E8 Speaking Rating Sheet

Page 28: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

26 Appendix i. E8 Speaking Assessment Scale

25/0

7/20

17

Spea

king

Ass

essm

entS

cale

(25/

07/2

017)

Task

Ach

ieve

men

t &

Com

mun

icat

ion

Skill

sN

atur

alne

ss o

f Spe

ech

Gra

mm

ar1

Voca

bula

ry2

7

•ric

h, c

lear

and

con

cret

e in

form

atio

n co

mm

unic

ated

suc

cess

fully

•st

raig

htfo

rwar

d di

scou

rse;

idea

s ex

pand

ed w

ith re

leva

nt e

xam

ples

•go

od in

tera

ctiv

e be

havi

our;

initi

atin

g,

mai

ntai

ning

and

/or c

losi

ng d

isco

urse

, so

met

imes

usin

g st

ock

phra

ses

•flu

ent a

nd s

pont

aneo

us a

t a fa

irly

even

tem

po w

ith n

atur

al p

ause

s•

long

and

conn

ecte

d st

retc

hes

of

spee

ch•

inte

lligi

ble

pron

unci

atio

n an

d in

tona

tion

•ea

sily

inte

lligi

ble,

only

min

or

inac

cura

cies

pos

sibl

e

•go

od ra

nge

of s

truct

ures

•re

lativ

ely

high

deg

ree

of

gram

mat

ical

con

trol w

ith

occa

sion

al, m

inor

inac

cura

cies

•go

od ra

nge

of v

ocab

ular

y •

rela

tivel

y hi

gh d

egre

e of

lexi

cal

cont

rolw

ith o

ccas

iona

l, m

inor

in

accu

raci

es

6 5

•cl

ear a

nd c

oncr

ete

info

rmat

ion

com

mun

icat

ed c

ompr

ehen

sibl

y•

mos

tly s

traig

htfo

rwar

d di

scou

rse

ona

rang

e of

topi

c-re

late

d id

eas

•su

ffici

ent t

urn-

taki

ng s

kills

; ini

tiatin

g,

mai

ntai

ning

or c

losi

ng d

isco

urse

•m

ostly

flue

ntw

ith s

ome

paus

ing

for

gram

mat

ical

and

lexi

cal p

lann

ing

or re

pair

•co

nnec

ted

stre

tche

s of

spe

ech

•m

ostly

inte

lligi

ble

pron

unci

atio

n an

d in

tona

tion

•oc

casi

onal

inac

cura

cies

do

not

impa

ir un

ders

tand

ing

•su

ffici

ent r

ange

of s

truct

ures

•so

me

inac

cura

cies

whi

ch d

o no

thi

nder

com

mun

icat

ion

•su

ffici

ent r

ange

of v

ocab

ular

y•

occa

sion

al in

accu

raci

esw

ith s

ome

maj

or e

rror

s w

hen

expr

essi

ng

mor

e co

mpl

ex id

eas

whi

ch d

o no

t hi

nder

com

mun

icat

ion

4 3

•lim

ited

info

rmat

ion

com

mun

icat

ed in

a

sim

ple

way

•di

scou

rse

deliv

ered

in a

sim

ple

way

as

alis

t of p

oint

s•

limite

d tu

rn-ta

king

abi

lity:

bas

ic

ques

tioni

ng in

info

rmat

ion

exch

ange

•no

ticea

ble

paus

es, h

esita

tions

or

fals

e st

arts

•sh

ort c

ontri

butio

ns a

nd e

xcha

nges

lin

ked

with

sim

ple

conn

ecto

rs

•ge

nera

lly in

telli

gibl

e pr

onun

ciat

ion

•oc

casi

onal

brea

kdow

n of

co

mm

unic

atio

n

•lim

ited

rang

e of

sim

ple

stru

ctur

es•

frequ

ent i

nacc

urac

ies

with

bas

ic

mis

take

sw

hich

can

hin

der

com

mun

icat

ion

•lim

ited

rang

e of

sim

ple

voca

bula

ry;

repe

titio

ns a

re c

omm

on•

frequ

ently

in

accu

rate

vo

cabu

lary

whi

ch c

an h

inde

r com

mun

icat

ion

2 1

•ve

ry li

ttle

info

rmat

ion

com

mun

icat

ed in

a

very

sim

ple

way

•di

scou

rse

rest

ricte

d to

sim

ple,

mai

nly

isol

ated

phr

ases

very

lim

ited

turn

-taki

ng a

bilit

y;

atte

mpt

ed q

uest

ioni

ng to

get

in

form

atio

n

•nu

mer

ous

paus

es a

ndhe

sita

tions

•ve

ry s

hort,

isol

ated

utte

ranc

es

•fre

quen

t mis

pron

unci

atio

ns•

frequ

ent b

reak

dow

n of

co

mm

unic

atio

n

•ex

trem

ely

limite

d ra

nge

of s

impl

e st

ruct

ures

•lim

ited

cont

rol c

ausi

ng fr

eque

nt

brea

kdow

n of

com

mun

icat

ion

•ex

trem

ely

limite

d ra

nge

of

voca

bula

ry

•m

ostly

inac

cura

te v

ocab

ular

y ca

usin

g fre

quen

t bre

akdo

wn

of

com

mun

icat

ion

0

1D

escr

ipto

rs re

ferri

ng to

rang

e an

d co

ntro

l ref

lect

the

feat

ures

of t

he ta

sk a

nd th

e na

ture

of g

ram

mar

and

voc

abul

ary

in u

npla

nned

spe

ech.

2

See

abo

ve

Appendix i. E8 Speaking Assessment Scale

Page 29: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

27Appendix ii. Construct Space

Prom

pt

Type

CE

FR D

escr

ipto

r

De

skrip

tor a

us B

IST-

VO:

Schü

ler/

inne

n kö

nnen

To

pic A

rea

(Öst

err.

Lehr

plan

f. Le

bend

e Fr

emds

prac

hen)

Sp

oken

Text

Ty

pes

Spea

king

Pur

pose

/ Co

mm

unica

tive

Func

tion

Cont

ext /

Prim

ary

Audi

ence

MONOLOGUE – PART 1

Can

tell

a st

ory o

r de

scrib

e so

met

hing

in a

sim

ple

list o

f poi

nts.

(A2+

) Ca

n de

scrib

e ev

eryd

ay

aspe

cts o

f his/

her

envi

ronm

ent e

.g.

peop

le, p

lace

s, a

job

or

stud

y ex

perie

nce.

(A2+

) Ca

n gi

ve sh

ort,

basic

de

scrip

tions

of e

vent

s an

d ac

tiviti

es. (

A2+)

Ca

n us

e sim

ple

desc

riptiv

e la

ngua

ge to

m

ake

brie

f sta

tem

ents

ab

out a

nd co

mpa

re

obje

cts a

nd p

osse

ssio

ns.

(A2+

)

etw

as R

eale

s ode

r Er

fund

enes

erz

ähle

n od

er

in F

orm

ein

er e

infa

chen

Au

fzäh

lung

ber

ichte

n (A

2+)

über

Sach

verh

alte

und

Ab

läuf

e au

s dem

eig

enen

al

ltägl

ichen

Lebe

nsbe

reich

be

richt

en, z

.B.ü

ber L

eute

, Or

te, T

ätig

keite

n (A

2+)

über

per

sönl

iche

Erle

bniss

e un

d Be

obac

htun

gen

in

einf

ache

n,

zusa

mm

enhä

ngen

den

Sätz

en b

erich

ten

(A2)

m

it ei

nfac

hen

Mitt

eln

vert

raut

e Ge

gens

tänd

e ku

rz b

esch

reib

en u

nd

verg

leich

en (A

2+)

• Fa

mili

e un

d Fr

eund

e •

Woh

nen

und

Umge

bung

Esse

n un

d Tr

inke

n •

Klei

dung

Körp

er u

nd G

esun

dhei

t •

Jahr

es u

nd T

ages

abla

uf

• Fe

ste

und

Feie

rn

• Ki

ndhe

it un

d Er

wac

hsen

wer

den

• Sc

hule

und

Arb

eits

wel

t •

Hobb

ys u

nd In

tere

ssen

Umga

ng m

it Ge

ld

• Er

lebn

isse

und

Fant

asie

wel

t

Geda

nken

, Em

pfin

dung

en

und

Gefü

hle

Ei

nste

llung

en u

nd W

erte

Umw

elt u

nd G

esel

lscha

ft •

Kultu

r, M

edie

n un

d Lit

erat

ur

• In

terk

ultu

relle

und

la

ndes

kund

liche

Asp

ekte

• De

scrip

tion

• Ex

posit

ory

disc

ours

e •

Narr

ativ

e or

st

ory

(true

or

inve

nted

) •

Pers

onal

re

port

Pers

onal

st

atem

ent

• To

des

crib

e or

co

mpa

re o

bjec

ts/

peop

le/p

lace

s •

To d

escr

ibe

drea

ms/

hope

s/

plan

s/am

bitio

ns/

even

ts/a

ctiv

ities

/ re

actio

ns

• To

exp

ress

fe

elin

gs/h

opes

To g

ive

reas

ons/

ex

plan

atio

ns

• To

rela

te a

na

rrat

ive

• To

repo

rt a

bout

ev

ents

/per

sona

l ex

perie

nces

/ to

pics

To (r

e)te

ll a st

ory

Pers

onal

: fa

mily

, fri

ends

etc

. Ed

ucat

iona

l: te

ache

rs,

class

mat

es

etc.

Appendix ii. Construct Space

Page 30: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

28 Appendix ii. Construct Space

Testing Speaking for the E8 Standards 37 Pr

ompt

Ty

pe

CE

FR D

escr

ipto

r

De

skrip

tor a

us B

IST-

VO:

Schü

ler/

inne

n kö

nnen

To

pic A

rea

(Öst

err.

Lehr

plan

f. Le

bend

e Fr

emds

prac

hen)

Sp

oken

Text

Ty

pes

Spea

king

Pur

pose

/ Co

mm

unica

tive

Func

tion

Cont

ext /

Prim

ary

Audi

ence

MONOLOGUE– PART 2 Ca

n de

scrib

e pe

ople

, pl

aces

and

pos

sess

ions

in

sim

ple

term

s. (A

2)

Can

brie

fly g

ive

reas

ons

and

exp

lana

tions

for

opin

ions

, pla

ns a

nd

actio

ns. (

B1)

Can

give

det

aile

d ac

coun

ts o

f exp

erie

nces

, de

scrib

ing f

eelin

gs a

nd

reac

tions

. (B1

) Ca

n de

scrib

e dr

eam

s, ho

pes

and

ambi

tions

. (B

1)

sich,

die

Fam

ilie,

Fr

eund

inne

n un

d Fr

eund

e so

wie

vert

raut

e Or

te,

pers

önlic

he G

egen

stän

de

und

Tätig

keite

n in

m

ehre

ren

einf

ache

n Sä

tzen

bes

chre

iben

(A2)

r Ans

ichte

n, P

läne

ode

r Ha

ndlu

ngen

kurz

e Be

grün

dung

en o

der

Erkl

ärun

gen

gebe

n (B

1)

über

eig

ene

Erfa

hrun

gen

deta

illie

rt b

erich

ten

und

dabe

i ihre

eig

enen

Gef

ühle

un

d Re

aktio

nen

besc

hrei

ben

(B1)

Pl

äne,

Zie

le, T

räum

e un

d Ho

ffnun

gen

besc

hrei

ben

(B1)

• Fa

mili

e un

d Fr

eund

e •

Woh

nen

und

Umge

bung

Esse

n un

d Tr

inke

n •

Klei

dung

Körp

er u

nd G

esun

dhei

t •

Jahr

es u

nd T

ages

abla

uf

• Fe

ste

und

Feie

rn

• Ki

ndhe

it un

d Er

wac

hsen

wer

den

• Sc

hule

und

Arb

eits

wel

t •

Hobb

ys u

nd In

tere

ssen

Umga

ng m

it Ge

ld

• Er

lebn

isse

und

Fant

asie

wel

t

Geda

nken

, Em

pfin

dung

en

und

Gefü

hle

Ei

nste

llung

en u

nd W

erte

Umw

elt u

nd G

esel

lscha

ft •

Kultu

r, M

edie

n un

d Lit

erat

ur

• In

terk

ultu

relle

und

la

ndes

kund

liche

Asp

ekte

• De

scrip

tion

• Ex

posit

ory

disc

ours

e •

Narr

ativ

e or

st

ory

(true

or

inve

nted

) •

Pers

onal

re

port

Pers

onal

st

atem

ent

• To

des

crib

e or

co

mpa

re o

bjec

ts/

peop

le/p

lace

s •

To d

escr

ibe

drea

ms/

hope

s/

plan

s/am

bitio

ns/

even

ts/a

ctiv

ities

/ re

actio

ns

• To

exp

ress

fe

elin

gs/h

opes

To g

ive

reas

ons/

ex

plan

atio

ns

• To

rela

te a

na

rrat

ive

• To

repo

rt a

bout

ev

ents

/per

sona

l ex

perie

nces

/ to

pics

To (r

e)te

ll a st

ory

Pers

onal

: fa

mily

, fri

ends

etc

. Ed

ucat

iona

l: te

ache

rs,

class

mat

es

etc.

38 Testing Speaking for the E8 Standards

Prom

pt

Type

CE

FR D

escr

ipto

r

De

skrip

tor a

us B

IST-

VO:

Schü

ler/

inne

n kö

nnen

To

pic A

rea

(Öst

err.

Lehr

plan

f. Le

bend

e Fr

emds

prac

hen)

Sp

oken

Text

Ty

pes

Spea

king

Pur

pose

/ Co

mm

unica

tive

Func

tion

Cont

ext /

Prim

ary

Audi

ence

SHORT DIALOGUE

Can

disc

uss w

hat t

o do

in

the

even

ing,

at t

he

wee

kend

. (A2

) Ca

n as

k ab

out t

hing

s an

d m

ake

simpl

e tr

ansa

ctio

ns in

shop

s, po

st o

ffice

s or b

anks

. (A

2)

Can

get s

impl

e in

form

atio

n ab

out

trav

el, u

se p

ublic

tr

ansp

ort:

buse

s, tr

ains

, an

d ta

xis, a

sk a

nd g

ive

dire

ctio

ns, a

nd b

uy

ticke

ts. (

A2)

Can

expr

ess a

nd

resp

ond

to fe

elin

gs su

ch

as su

rpris

e, h

appi

ness

, sa

dnes

s, in

tere

st a

nd

indi

ffere

nce.

(B1)

einf

ache

Ver

einb

arun

gen

tref

fen

(A2)

ve

rtra

ute

Allta

gssit

uatio

nen

bew

ältig

en, z

.B. G

espr

äche

in

Ges

chäf

ten,

Res

taur

ants

un

d an

Sch

alte

rn fü

hren

(A

2)

einf

ache

Erk

läru

ngen

und

An

wei

sung

en ge

ben,

z.B.

na

ch d

em W

eg fr

agen

bzw

. de

n W

eg e

rklä

ren

(A2+

) Ge

fühl

e w

ie Ü

berr

asch

ung,

Fr

eude

, Bed

auer

n un

d Gl

eich

gülti

gkei

t aus

drüc

ken

und

auf s

olch

e Ge

fühl

säuß

erun

gen

reag

iere

n (B

1)

• Fa

mili

e un

d Fr

eund

e •

Woh

nen

und

Umge

bung

Esse

n un

d Tr

inke

n •

Klei

dung

Körp

er u

nd G

esun

dhei

t •

Jahr

es u

nd T

ages

abla

uf

• Fe

ste

und

Feie

rn

• Ki

ndhe

it un

d Er

wac

hsen

wer

den

• Sc

hule

und

Arb

eits

wel

t •

Hobb

ys u

nd In

tere

ssen

Umga

ng m

it Ge

ld

• Er

lebn

isse

und

Fant

asie

wel

t

Geda

nken

, Em

pfin

dung

en

und

Gefü

hle

Ei

nste

llung

en u

nd W

erte

Umw

elt u

nd G

esel

lscha

ft •

Kultu

r, M

edie

n un

d Lit

erat

ur

• In

terk

ultu

relle

und

la

ndes

kund

liche

Asp

ekte

• Fu

nctio

nal

disc

ours

e •

Info

rmal

co

nver

satio

n

• To

agr

ee/a

ccep

t/

disa

gree

To a

sk fo

r/ex

pres

s pr

efer

ence

To a

sk fo

r/gi

ve

info

rmat

ion

• To

ask

for/

offe

r he

lp/a

ttent

ion

• To

exp

ress

fe

elin

gs/a

ttitu

des/

op

inio

ns

• To

gre

et/d

epar

t •

To in

itiat

e/

mai

ntai

n/ cl

ose

a co

nver

satio

n •

To in

vite

/req

uest

to

join

To re

ques

t act

ion

• To

stat

e ig

nora

nce

• To

sugg

est

• To

sym

path

ise

Pers

onal

: fa

mily

, fri

ends

etc

. Ed

ucat

iona

l: te

ache

rs,

class

mat

es

etc.

Page 31: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

29Appendix ii. Construct Space38 Testing Speaking for the E8 Standards

Prom

pt

Type

CE

FR D

escr

ipto

r

De

skrip

tor a

us B

IST-

VO:

Schü

ler/

inne

n kö

nnen

To

pic A

rea

(Öst

err.

Lehr

plan

f. Le

bend

e Fr

emds

prac

hen)

Sp

oken

Text

Ty

pes

Spea

king

Pur

pose

/ Co

mm

unica

tive

Func

tion

Cont

ext /

Prim

ary

Audi

ence

SHORT DIALOGUE

Can

disc

uss w

hat t

o do

in

the

even

ing,

at t

he

wee

kend

. (A2

) Ca

n as

k ab

out t

hing

s an

d m

ake

simpl

e tr

ansa

ctio

ns in

shop

s, po

st o

ffice

s or b

anks

. (A

2)

Can

get s

impl

e in

form

atio

n ab

out

trav

el, u

se p

ublic

tr

ansp

ort:

buse

s, tr

ains

, an

d ta

xis, a

sk a

nd g

ive

dire

ctio

ns, a

nd b

uy

ticke

ts. (

A2)

Can

expr

ess a

nd

resp

ond

to fe

elin

gs su

ch

as su

rpris

e, h

appi

ness

, sa

dnes

s, in

tere

st a

nd

indi

ffere

nce.

(B1)

einf

ache

Ver

einb

arun

gen

tref

fen

(A2)

ve

rtra

ute

Allta

gssit

uatio

nen

bew

ältig

en, z

.B. G

espr

äche

in

Ges

chäf

ten,

Res

taur

ants

un

d an

Sch

alte

rn fü

hren

(A

2)

einf

ache

Erk

läru

ngen

und

An

wei

sung

en ge

ben,

z.B.

na

ch d

em W

eg fr

agen

bzw

. de

n W

eg e

rklä

ren

(A2+

) Ge

fühl

e w

ie Ü

berr

asch

ung,

Fr

eude

, Bed

auer

n un

d Gl

eich

gülti

gkei

t aus

drüc

ken

und

auf s

olch

e Ge

fühl

säuß

erun

gen

reag

iere

n (B

1)

• Fa

mili

e un

d Fr

eund

e •

Woh

nen

und

Umge

bung

Esse

n un

d Tr

inke

n •

Klei

dung

Körp

er u

nd G

esun

dhei

t •

Jahr

es u

nd T

ages

abla

uf

• Fe

ste

und

Feie

rn

• Ki

ndhe

it un

d Er

wac

hsen

wer

den

• Sc

hule

und

Arb

eits

wel

t •

Hobb

ys u

nd In

tere

ssen

Umga

ng m

it Ge

ld

• Er

lebn

isse

und

Fant

asie

wel

t

Geda

nken

, Em

pfin

dung

en

und

Gefü

hle

Ei

nste

llung

en u

nd W

erte

Umw

elt u

nd G

esel

lscha

ft •

Kultu

r, M

edie

n un

d Lit

erat

ur

• In

terk

ultu

relle

und

la

ndes

kund

liche

Asp

ekte

• Fu

nctio

nal

disc

ours

e •

Info

rmal

co

nver

satio

n

• To

agr

ee/a

ccep

t/

disa

gree

To a

sk fo

r/ex

pres

s pr

efer

ence

To a

sk fo

r/gi

ve

info

rmat

ion

• To

ask

for/

offe

r he

lp/a

ttent

ion

• To

exp

ress

fe

elin

gs/a

ttitu

des/

op

inio

ns

• To

gre

et/d

epar

t •

To in

itiat

e/

mai

ntai

n/ cl

ose

a co

nver

satio

n •

To in

vite

/req

uest

to

join

To re

ques

t act

ion

• To

stat

e ig

nora

nce

• To

sugg

est

• To

sym

path

ise

Pers

onal

: fa

mily

, fri

ends

etc

. Ed

ucat

iona

l: te

ache

rs,

class

mat

es

etc.

Page 32: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

30 Appendix ii. Construct Space

Testing Speaking for the E8 Standards 39 Pr

ompt

Ty

pe

CE

FR D

escr

ipto

r

De

skrip

tor a

us B

IST-

VO:

Schü

ler/

inne

n kö

nnen

To

pic A

rea

(Öst

err.

Lehr

plan

f. Le

bend

e Fr

emds

prac

hen)

Spok

en Te

xt T

ypes

Sp

eaki

ng P

urpo

se /

Com

mun

icativ

e Fu

nctio

n

Cont

ext /

Prim

ary

Audi

ence

LONG DIALOGUE Ca

n ag

ree

and

disa

gree

w

ith o

ther

s. (A

2+)

Can

mak

e an

d re

spon

d to

sugg

estio

ns. (

A2+)

Ca

n gi

ve o

r see

k pe

rson

al vi

ews a

nd

opin

ions

in d

iscus

sing

topi

cs o

f int

eres

t. (B

1)

Can

initi

ate,

mai

ntai

n an

d clo

se si

mpl

e, fa

ce-

to-fa

ce co

nver

satio

ns

on to

pics

that

are

fa

mili

ar o

r of p

erso

nal

inte

rest

. (B1

)

in e

inem

Ges

präc

h (z

.B.

Grup

peng

espr

äch

in d

er

Klas

se) Z

ustim

mun

g äuß

ern

bzw

. wid

er sp

rech

en u

nd

ande

re V

orsc

hläg

e mac

hen

(A2+

) in

ein

fach

en W

orte

n di

e ei

gene

n An

sicht

en, P

läne

un

d Ab

sicht

en äu

ßern

und

be

grün

den

(B1)

ei

n ei

nfac

hes G

espr

äch

über

vert

raut

e Th

emen

(z

.B. ü

ber F

amili

e,

Freu

ndin

nen

und

Freu

nde,

Sc

hule

, Fre

izeit)

beg

inne

n,

in G

ang

halte

n un

d be

ende

n (B

1)

• Fa

mili

e un

d Fr

eund

e •

Woh

nen

und

Umge

bung

Esse

n un

d Tr

inke

n •

Klei

dung

Körp

er u

nd G

esun

dhei

t •

Jahr

es u

nd T

ages

abla

uf

• Fe

ste

und

Feie

rn

• Ki

ndhe

it un

d Er

wac

hsen

wer

den

• Sc

hule

und

Arb

eits

wel

t •

Hobb

ys u

nd In

tere

ssen

Umga

ng m

it Ge

ld

• Er

lebn

isse

und

Fant

asie

wel

t

Geda

nken

, Em

pfin

dung

en

und

Gefü

hle

Ei

nste

llung

en u

nd W

erte

Umw

elt u

nd G

esel

lscha

ft •

Kultu

r, M

edie

n un

d Lit

erat

ur

• In

terk

ultu

relle

und

la

ndes

kund

liche

Asp

ekte

• Ar

gum

enta

tive

disc

ours

e •

Info

rmal

co

nver

satio

n •

Info

rmal

di

scus

sion

• To

agr

ee/a

ccep

t/

disa

gree

To a

sk fo

r/ex

pres

s pr

efer

ence

To a

sk fo

r/gi

ve

info

rmat

ion

• To

ask

for/

offe

r he

lp/a

ttent

ion

• To

exp

ress

fe

elin

gs/a

ttitu

des/

op

inio

ns

• To

gre

et/d

epar

t •

To in

itiat

e/

mai

ntai

n/ cl

ose

a co

nver

satio

n •

To in

vite

/req

uest

to

join

To re

ques

t act

ion

• To

stat

e ig

nora

nce

• To

sugg

est

• To

sym

path

ise

Pers

onal

: fa

mily

, fri

ends

etc

. Ed

ucat

iona

l: te

ache

rs,

class

mat

es

etc.

Page 33: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

31Appendix iii. Quality Assurance Criteria

Appendix iii. Quality Assurance Criteria

FORMONOLOGUESANDLONGDIALOGUES1.SUITABILITY:

• Howclosetotheworldof14-year-oldsisthetask?

• IsthetaskcompatiblewiththeaverageKOWofthisagegroup?(Thecloseritisto

theneeds,interests,andexpectationsofthetesttakersthebetter.)

• Doesthetaskappeartobemotivatingtospeakaboutforthisparticularagegroup?

2.PLAUSIBILITY:

• Couldastudentrealisticallyexpect/beexpectedtospeakaboutthisinEnglish1in

reallife?

• Isthecontextofthetaskaplausibleone?

3.GENDERNEUTRALITY:

• Doesthetaskclearlyfavoureitherboysorgirls?Isitgenderneutral?

4.BULLETPOINTASPECTS:

• Doanyofthequestionselicitayes/noanswer?

• Doesthelanguageusedinthebulletpointsgiveawayaslittlelanguageaspossible?

• Dothebulletpointsneedre-wording/re-ordering?

Addcommentsaboutvarietyoflanguagestructures/lexiswherenecessary.

5.REPAIRQUESTION/SLIPSASPECTS:

• Doanyoftherepairquestions/slipselicitayes/noanswer?

• Monologues:aretheycoveredintherightorder?

• Dotheyneedre-wording?

• Arethere3-4additionalquestionsprovided?

6.ICONICSUPPORT:(whereapplicable)

• Monologues:Arethepicturesreallynecessaryforthespeakertoperformthetask?

• Howeffectivearethey?

1ThefactthatmostoftheseconversationsbetweenE8speakingpupilswouldnottakeplaceinEnglishinreal-lifewasdiscussed,however,forthepurposesofassessment,itwasfeltthatthesescenariosareasrealisticaspossible.

Page 34: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

32 Appendix iii. Quality Assurance Creiteria

FORSHORTDIALOGUES1.SUITABILITY:

• Howclosetotheworldof14-year-oldsisthetask?

• IsthetaskcompatiblewiththeaverageKOWofthisagegroup?(Thecloseritisto

theneeds,interests,andexpectationsofthetesttakersthebetter.)

• Doesthetaskappeartobemotivatingtospeakaboutforthisparticularagegroup?

2.PLAUSIBILITY:

• Couldastudentrealisticallyexpect/beexpectedtospeakaboutthisinEnglish2in

reallife?

• Isthecontextofthetaskaplausibleone?

3.GENDERNEUTRALITY:

• Doesthetaskclearlyfavoureitherboysorgirls?Isitgenderneutral?

4.ICONICSUPPORT:

• Arethepicturesreallynecessaryforthespeaker/stoperformthetask?

• Howsuitable/effectivearethepicturesforeachcandidatedoingthetask?

5.BALANCE:

• Doesthetasklenditselftoproduceabalancedconversationbetweenthetwo

candidates?

6.INSTRUCTIONSFORTESTTAKERS—whatissaidbytheinterlocutorandwhatis

writtenonthecandidates’sheet):

• Howcleararethey?

• Willthetesttakersknowwhattheyhavetodo?

2ThefactthatmostoftheseconversationsbetweenE8speakingpupilswouldnottakeplaceinEnglishinreal-lifewasdiscussed,however,forthepurposesofassessment,itwasfeltthatthesescenariosareasrealisticaspossible.

Page 35: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

33Appendix iv. Monologue Prompt Set – example

iv. Monologue Prompt Set — example

Assessing Speaking

Monologue

Students’ Cards

Training_Monologue_Prompt_Set

© The E8 Speaking Team

Page 36: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

34 Appendix iv. Monologue Prompt Set – example

Candidate A

YOUR IDEAL CLASSROOM

Talk about your ideal classroom. Use your own ideas.You can also use these ideas to help you:

MO

N_A

SAY ...

what it should look like

what people can do there

what you like best about it

whom you meet there

what you do

what you cannot do

Page 37: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

35Appendix iv. Monologue Prompt Set – example

MO

N_B

SPORTS

Talk about sports. Use your own ideas.You can also use these ideas to help you:

SAY ...

how often you do it

where you usually do it

why you like it so much (give reasons

)

who you do it with

when you do it

what (equipment) you

need to do it

Candidate B

Page 38: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

36 Appendix iv. Monologue Prompt Set – example

Candidate C

LAST WEEKEND

Talk about your last weekend. Use your own ideas.You can also use these ideas to help you:

SAY ...who was with you and what they did

where you spent your last weekend

if you would want to change anything

about last weekend

what you liked about it

what you did

what you did not like about it

MO

N_C

Page 39: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

37Appendix iv. Monologue Prompt Set – example

MO

N_D

Candidate D

YOUR FAVOURITE SEASON / TIME OF YEAR

Talk about your favourite season/time of year. Use your own ideas. You can also use these ideas to help you:

SAY ...

what season/time of year

you do not like (give reasons)

why you like the season/time of year (give reasons)

what you do

what clothes you wear

what it is

what it is like

Page 40: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

38 Appendix iv. Monologue Prompt Set – example

Assessing Speaking

in Grade 8

Teacher′s Booklet

Training_Monologue_Prompt_Set

© The E8 Speaking Team

Page 41: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

39Appendix iv. Monologue Prompt Set – example

Interlocutor:Interlocutor:Interlocutor:Interlocutor (general introduction)

Good morning everyone.

Today we will do the speaking assessment. Please fill in

your name on this form (hand out forms) and bring your

form with you when it is your turn. Thank you.

While you are waiting for your turn, please work on

________________ .

[Candidate A] (use name), and [Candidate B] (use name),

let′s get started.

Students sit down and give assessment form to the teacher.

Page 42: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

40 Appendix iv. Monologue Prompt Set – example

Interlocutor:

You will now talk about a topic on your own.

[Candidate A] (use name), on this card

(hand out prompt card)

there is your topic (point at card).

[Candidate B] (use name), on this card

(hand out prompt card)

there is your topic (point at card).

Please read the card carefully.

You have one minute to prepare.

Page 43: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

41Appendix iv. Monologue Prompt Set – example

Interlocutor (after 1 minute):

Repair questions

• what it should look like. What should your ideal classroom look like? Tell me about its size. Can you describe the furniture? Are there any desks? What else? Can you describe the equipment? Are there any computers? What else? Can you describe its walls? Tell me about their colour. What’s on the walls? Can you describe the windows? Tell me about their colour. What’s in front of /behind the windows? Can you describe the floor? Tell me about its colour. What’s it made of? Can you describe your favourite place in this room?

• what people can do there.

What can people do there?

• what you like best about it.

What do you like best about it? Why do you like your ideal classroom?

• whom you meet there. Whom do you meet there?

• what you do. What can you do in your ideal classroom?

• what you cannot do. What can you not do in your ideal classroom?

Now, [Candidate A] (use name), talk about your ideal classroom

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 44: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

42 Appendix iv. Monologue Prompt Set – example

Interlocutor (after candidate A has finished):

[Candidate C](use name), it′s your turn now.

You will now talk about a topic on your own.

[Candidate C] (use name), on this card

(hand out prompt card C)

there is your topic (point at card).

Please read the card carefully.

You have one minute to prepare.

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate A] (use name). This is the end of

the speaking test.

You can now return to your seat.

Interlocutor (after candidate B has moved):

[Candidate B] (use name), please move over here (use

gesture).

Student sits down and gives assessment form to teacher.

Page 45: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

43Appendix iv. Monologue Prompt Set – example

Repair questions • when you do it.

When do you do it? What time of the day/week/year do you do/play it? Since when have you been doing it?

• how often you do it. How often do you do it? How often do you practise it?

• where you usually do it.

Where do you usually do it?

• what (equipment) you need to do it.

What (equipment) do you need to do it? What do you need to do it? Which equipment do you use?

• who you do it with.

Who do you do it with? Who else does it with you?

• why you like it so much. Give reasons.

Why do you like it so much? Give reasons. What do you like about it? Can you tell me why? How do you feel when you do it? What it is like when you cannot do it?

Tell me what sport you like. Why do you like it so much?

Interlocutor:

Now, [Candidate B] (use name), talk about sports

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 46: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

44 Appendix iv. Monologue Prompt Set – example

Interlocutor (after candidate B has finished):

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate B] (use name). This is the end of

the speaking test.

You can now return to your seat.

Interlocutor (after candidate C has moved):

[Candidate C] (use name), please move over here (use

gesture).

Student sits down and gives assessment form to teacher.

[Candidate D] (use name), it′s your turn now.

You will now talk about a topic on your own.

[Candidate D] (use name), on this card

(hand out prompt card D)

there is your topic (point at card).

Please read the card carefully.

You have one minute to prepare.

Page 47: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

45Appendix iv. Monologue Prompt Set – example

Interlocutor (after 1 minute):

Repair questions • where you spent your last

weekend. Where did you spend last weekend? Where did you go? Who did you meet/go with/stay with/invite? What did the place look like?

• what you did. What did you do? What did you eat or drink? Tell me about the people/place/activities/food. What was the weather like? How did you get there? How long did you stay?

• what you liked about it. What did you like about it?

• what you did not like about it. What did you not like about it?

• who was with you and what they did.

Who was with you and what did they do?

• if you would want to change anything about last weekend.

Would you like to change anything about last weekend? What and why?

Now, [Candidate C] (use name), talk about your last weekend

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 48: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

46 Appendix iv. Monologue Prompt Set – example

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate C] (use name). This is the end of

the speaking test.

You can now return to your seat.

Interlocutor (after candidate C has finished):

Interlocutor (after candidate D has moved):

Go back to using prompt card A and introduce the task:

[Candidate] (use name), it′s your turn now.

You will now talk about a topic on your own.

[Candidate] (use name), on this card

(hand out prompt card)

there is your topic (point at card).

Please read the card carefully.

You have one minute to prepare.

Make sure that there is always one student preparing while one

student is talking!

[Candidate D] (use name), please move over here (use

gesture).

Student sits down and gives assessment form to teacher.

Page 49: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

47Appendix iv. Monologue Prompt Set – example

Interlocutor:

Repair questions • what it is. What is it?

What is your favourite season?

• what it is like. What is it like? What is the weather like? Tell me about the temperature / the plants (trees, flowers,…)… What food do you eat in this season?

• what you do. What do you do during this season? What can you do? What hobbies are popular at this time of the year? What sports can people do?

• what clothes you wear. What clothes do you wear?

• why you like this season /time

of year. Give reasons.

Why do you like this season /time of year? Give reasons.

• what season /time of year you do not like. Give reasons.

What season /time of year do you not like? Give reasons.

Now, [Candidate D] (use name), talk about your favourite season/time of year

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 50: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

48 Appendix iv. Monologue Prompt Set – example

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate D] (use name). This is the end of

the speaking test.

You can now return to your seat.

Page 51: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

49Appendix v. Dialogue Prompt Set – example

v. Dialogues Prompt Set — example

Assessing Speaking

Dialogue

Students′ Cards

Training_dialogue_student_cards

© The E8 Speaking Team

Page 52: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

50 Appendix v. Dialogue Prompt Set – example

1 - 2 min.

You are at a school party. You want to buy some food and drinks. Use this menu:

PRICE DRINKS

50p Orange Juice

50p Apple Juice50p Lemonade50p Water, still50p Water, sparkling

PRICE FOOD£1 Hot Dog

£1.50 Burger

£1.50 Pizza£1 Apple Crumble

£1 Chocolate Cake£1 Cheese Cake50p Blueberry Muffin

END OF YEAR PARTYNEW MIDDLE SCHOOL

A

Page 53: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

51Appendix v. Dialogue Prompt Set – example

1 - 2 min.

You are selling the food at the school party.

This is the menu.

PRICE DRINKS

50p Orange Juice

50p Apple Juice50p Lemonade50p Water, still50p Water, sparkling

PRICE FOOD£1 Hot Dog

£1.50 Burger

£1.50 Pizza£1 Apple Crumble

£1 Chocolate Cake£1 Cheese Cake50p Blueberry Muffin

END OF YEAR PARTYNEW MIDDLE SCHOOL

SOLD OUT

SOLD OUT

SOLD OUT

SOLD OUT

SOLD OUT

B

Page 54: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

52 Appendix v. Dialogue Prompt Set – example

Talk t

oget

her

abou

t...

Living

in

a city

Living

in

the

coun

try

best

place

s fo

r te

enag

ers

like/

not

like

things

to

do f

or

teen

s

OTH

ER

IDEA

S

you

in t

he

futu

rebu

ildings

land

scap

e

W

hat?

How

?

Whe

re?

W

ho?

Why

? W

hen?

type

of

home

Page 55: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

53Appendix v. Dialogue Prompt Set – example

Repair Slips Long Dialogue

What’s it like where you live?

What buildings are there?

What’s the landscape like?

What do you like about the place where you live? Why?

What do you not like about the place where you live? Why?

What can teenagers do in a city?

What can teenagers do in the country?

What are the positive and negative things about living in the country? What are the positive and negative things about living in a city?

What are the best places for teenagers?

What about work in a city or in the country? What about free time activities in a city or in the country?

Where would you like to live in the future?

Page 56: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

54 Appendix v. Dialogue Prompt Set – example

1 - 2 min.

C

You are at the kids flea market.

Buy some of the things from your friend.

Page 57: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

55Appendix v. Dialogue Prompt Set – example

1 - 2 min.

D

You are at the kids flea market.

Sell some of the things to your friend.

£1

£10

£4

£2

£6

£1

Page 58: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

56 Appendix v. Dialogue Prompt Set – example

fash

ion

and

tren

ds a

nd y

ou

follo

w tr

ends

OTH

ERID

EAS

things

th

at a

re in/

out

buy

mod

ern

clot

hes

Talk t

oget

her

abou

t...

fash

ion

and

tren

ds

W

hat?

How

?

W

here

?

Who

?

Why

(not

)?

fash

ion

tren

ds

Page 59: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

57Appendix v. Dialogue Prompt Set – example

Repair Slips Long Dialogue

What trends do teenagers like?

What trends do teenagers not like?

What’s in at the moment? What’s out?

What trends do you follow? Why?

How do you follow trends?

Do you buy modern clothes? Why?

What do you do with things that are out?

What are the good and bad things about trends? What are the good and bad things about fashion? How do you get the money for buying modern things?

Page 60: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

58 Appendix v. Dialogue Prompt Set – example

Assessing Speaking

in Grade 8

Teacher′s Booklet

Training_Dialogue_Prompt_Set

© The E8 Speaking Team

Page 61: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

59Appendix v. Dialogue Prompt Set – example

Interlocutor:Interlocutor:Interlocutor:Interlocutor (general introduction)

Good morning everyone.

Today we will do the speaking assessment. You will

always come in pairs. Each pair, please fill in your names

on this form (hand out forms). Each pair brings their form

with them when it their turn. Thank you.

The list with the pairings is hanging here (use gesture).

While you are waiting for your turn, please work on

________________ .

[Candidate A] (use name), and [Candidate B] (use name),

let′s get started.

Students sit down and give assessment form to the teacher.

Page 62: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

60 Appendix v. Dialogue Prompt Set – example

Source:

http://www.clipartpanda.com/clipart_images/people-talking-clip-art-39361319

General repair questions:

Candidate (use name), can you go on, please? Can you ask questions please, Candidate (use name)?

Interlocutor:Interlocutor:Interlocutor:

You will now have a conversation together.

Use these cards (hand out cards) and talk together (use hand gestures) for 1 – 2 minutes.

You are at a school party. [Candidate A] (use name), you want to buy some food and drinks. Use this menu. (Point at card.) [Candidate B] (use name), this is the menu. (Point at card.) You are selling the food at the school party.

[Candidate A] (use name), please talk to [Candidate B] (use name) now.

Page 63: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

61Appendix v. Dialogue Prompt Set – example

1 - 2 min.

A

You are at a school party. You want to buy some food and drinks. Use this menu:

PRICE DRINKS

50p Orange Juice

50p Apple Juice50p Lemonade50p Water, still50p Water, sparkling

PRICE FOOD£1 Hot Dog

£1.50 Burger

£1.50 Pizza£1 Apple Crumble

£1 Chocolate Cake£1 Cheese Cake50p Blueberry Muffin

END OF YEAR PARTYNEW MIDDLE SCHOOL

Page 64: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

62 Appendix v. Dialogue Prompt Set – example

1 - 2 min.

B

You are selling the food at the school party.

This is the menu.

PRICE DRINKS

50p Orange Juice

50p Apple Juice50p Lemonade50p Water, still50p Water, sparkling

PRICE FOOD£ 1 Hot Dog

£ 1.50 Burger

£ 1.50 Pizza£ 1 Apple Crumble

£ 1 Chocolate Cake£ 1 Cheese Cake50p Blueberry Muffin

END OF YEAR PARTYNEW MIDDLE SCHOOL

SOLD OUT

SOLD OUT

SOLD OUT

SOLD OUT

SOLD OUT

Page 65: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

63Appendix v. Dialogue Prompt Set – example

Interlocutor (after 2 minutes):

Could you finish please?

Thank you [Candidate A] (use name) and

[Candidate B] (use name).

Interlocutor:

Now, you will have a discussion together. (Use gestures.)Look at these cards. They help you talk about

living in the city and living in the country.(Hand out cards.)You have one minute to prepare.

Interlocutor (after 1 minute):

Now, talk about living in the city and living in the country

together (use gestures to encourage the conversation) for 4-5 minutes.

If candidates do not start talking:[Candidate B] (use name), can you say something, please?

Page 66: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

64 Appendix v. Dialogue Prompt Set – example

Talk together about...

Living in a city Living in the country

best places for teenagers

like/not like

things to do for teens

OTHER IDEAS

you in the future

buildings

landscape

What? How? Where? Who? Why? When?

type of home

Page 67: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

65Appendix v. Dialogue Prompt Set – example

Repair Slips Long Dialogue

What’s it like where you live?

What buildings are there?

What’s the landscape like?

What do you like about the place where you live? Why?

What do you not like about the place where you live? Why?

What can teenagers do in a city?

What can teenagers do in the country?

What are the positive and negative things about living in the country? What are the positive and negative things about living in a city?

What are the best places for teenagers?

What about work in a city or in the country? What about free time activities in a city or in the country?

Where would you like to live in the future?

Page 68: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

66 Appendix v. Dialogue Prompt Set – example

Interlocutor (after 5 minutes):

Thank you [Candidate A] (use name) and [Candidate B] (use name). This is the end of the speaking test. You can now return to your seats please.

[Candidate C] (use name) and [Candidate D] (use name), it′s your turn now.

Students sit down and give assessment form to the teacher.

Page 69: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

67Appendix v. Dialogue Prompt Set – example

You will now have a conversation together.

Use these cards (hand out cards) and talk together (use hand gestures) for 1 – 2 minutes.

You are at a kids flea market. [Candidate C] (use name), you go shopping to the flea market. Use this card. (Point at card.)

[Candidate D] (use name), you are selling your things. (Point at card.)

[Candidate C] (use name), please talk to [Candidate D] (use name) now.

General repair questions:

Candidate (use name), can you go on, please? Can you ask questions please, Candidate (use name)?

Interlocutor:Interlocutor:Interlocutor:

Page 70: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

68 Appendix v. Dialogue Prompt Set – example

Sources:

http://www.clipartpanda.com/clipart_images/people-talking-clip-art-39361319http://www.clipartpanda.com/clipart_images/board-game-pieces-clip-art-58477559http://clipart-library.com/clipart/c1056210.htmhttps://img.clipartfest.com/3a9a226d8dc8c14529eb1fd39d37bc71_books-free-open-book-clipart-free-book-clip-art_1152-757.pnghttp://www.clipartkid.com/images/16/green-clipart-green-tshirt-png-dJ3cvd-cli-part.pnghttps://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSMohsHljO1ClUnxypvgPwRVfnyGA4PoJ6YPiY3b0dzEorKtu-chttp://www.computerclipart.com/computer_clipart_images/a_sports_cap_with_the_american_flag_on_the_front_0521-1004-3014-2645_SMU.jpg

Page 71: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

69Appendix v. Dialogue Prompt Set – example

1 - 2 min.

A

You are at the kids flea market.

Buy some of the things from your friend.

Page 72: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

70 Appendix v. Dialogue Prompt Set – example

1 - 2 min.

B

You are at the kids flea market.

Sell some of the things to your friend.

£1

£10

£4

£2

£6

£1

Page 73: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

71Appendix v. Dialogue Prompt Set – example

Interlocutor (after 2 minutes):

Could you finish please?

Thank you [Candidate C] (use name) and

[Candidate D] (use name).

Interlocutor:

Now, you will have a discussion together. (Use gestures.)Look at these cards. They help you talk about

fashion and trends.(Hand out cards.)You have one minute to prepare.

Interlocutor (after 1 minute):

Now, talk about fashion and trends

together (use gestures to encourage the conversation) for 4-5 minutes.

If candidates do not start talking:[Candidate D] (use name), can you say something, please?

Page 74: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

72 Appendix v. Dialogue Prompt Set – example

fashion and trends and you

follow trends

OTHERIDEAS

things that are in/out

buy modern clothes

Talk together about...

fashion and

trends

What? How? Where? Who? Why? When?

fashion

trends

Page 75: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

73Appendix v. Dialogue Prompt Set – example

Repair Slips Long Dialogue

What trends do teenagers like?

What trends do teenagers not like?

What’s in at the moment? What’s out?

What trends do you follow? Why?

How do you follow trends?

Do you buy modern clothes? Why?

What do you do with things that are out?

What are the good and bad things about trends? What are the good and bad things about fashion? How do you get the money for buying modern things?

Page 76: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

74 Appendix v. Dialogue Prompt Set – example

Interlocutor (after 5 minutes):

Thank you [Candidate C] (use name) and [Candidate D] (use name). This is the end of the speaking test. You can now return to your seats please.

For the next pair of students please return to the beginning of the booklet and use the prompt cards for candidate A and candidate B.

Page 77: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

75Appendix vi. Full Prompt Set – example

vi. Full Prompt Set — example

Assessing Speaking

Full Prompt Set 02

Students′ Cards

Full_Training_Prompt_Set_02

© The E8 Speaking Team

Page 78: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

76 Appendix vi. Full Prompt Set – example

Candidate A

LAST WEEKEND

E8S_

TP_0

2_M

ON

_A

Talk about your last weekend.Use your own ideas. You can also use these ideas to help you:

SAY ...who was with you and what they did

where you spent your last weekend

if you would want to change anything

about last weekend

what you liked about it

what you did

what you did not like about it

Page 79: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

77Appendix vi. Full Prompt Set – example

E8S_

TP_0

2_M

ON

_B

Candidate B

YOUR FAVOURITE SEASON / TIME OF YEAR

Talk about your favourite season/time of year.Use your own ideas. You can also use these ideas to help you:

SAY ...

what season/time of year

you do not like (give reasons)

why you like the season/time of year (give reasons)

what you do

what clothes you wear

what it is

what it is like

Page 80: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

78 Appendix vi. Full Prompt Set – example

1 - 2 min.

A

You are at the kids flea market.

Buy some of the things from your friend.

Page 81: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

79Appendix vi. Full Prompt Set – example

1 - 2 min.

B

You are at the kids flea market.

Sell some of the things to your friend.

£1

£10

£4

£2

£6

£1

Page 82: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

80 Appendix vi. Full Prompt Set – example

fash

ion

and

tren

ds a

nd y

ou

follo

w tr

ends

OTH

ERID

EAS

things

th

at a

re in/

out

buy

mod

ern

clot

hes

Talk t

oget

her

abou

t...

fash

ion

and

tren

ds

Wha

t?

H

ow?

W

here

?

Who

?

W

hy?

W

hen?

fash

ion

tren

ds

Page 83: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

81Appendix vi. Full Prompt Set – example

fash

ion

and

tren

ds a

nd y

ou

follo

w tr

ends

OTH

ERID

EAS

things

th

at a

re in/

out

buy

mod

ern

clot

hes

Talk t

oget

her

abou

t...

fash

ion

and

tren

ds

Wha

t?

H

ow?

W

here

?

Who

?

W

hy?

W

hen?

fash

ion

tren

ds

Page 84: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

82 Appendix vi. Full Prompt Set – example

E8S_TP_01_LD

Repair Slips Long Dialogue

Please cut along the dotted line. ---

What’s it like where you live?

What buildings are there?

What’s the landscape like?

What do you like about the place where you live? Why?

What do you not like about the place where you live? Why?

What can teenagers do in a city?

What can teenagers do in the country?

What are the positive and negative things about living in the country? What are the positive and negative things about living in a city?

What are the best places for teenagers?

Page 85: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

83Appendix vi. Full Prompt Set – example

Assessing Speaking

in Grade 8

Teacher′s Booklet

Full_Training_Prompt_Set_02

© The E8 Speaking Team

Page 86: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

84 Appendix vi. Full Prompt Set – example

Interlocutor:Interlocutor:Interlocutor:Interlocutor (general introduction)

Good morning everyone.

Today we will do the speaking assessment. Please fill in

your name on this form (hand out forms) and bring your

form with you when it is your turn. Thank you.

While you are waiting for your turn, please work on

________________ .

[Candidate A] (use name), and [Candidate B] (use name),

let′s get started.

Students sit down and give assessment form to the teacher.

Page 87: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

85Appendix vi. Full Prompt Set – example

Interlocutor:Interlocutor:Interlocutor:Interlocutor:

You will now talk about a topic on your own.

[Candidate A] (use name), on this card

(hand out prompt card)

there is your topic (point at card).

[Candidate B] (use name), on this card

(hand out prompt card)

there is your topic (point at card).

Please read the card carefully.

You have one minute to prepare.

Page 88: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

86 Appendix vi. Full Prompt Set – example

Interlocutor (after 1 minute):

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate A] (use name).

Repair questions • where you spent your last

weekend. Where did you spend last weekend? Where did you go? Who did you meet/go with/stay with/invite? What did the place look like?

• what you did. What did you do? What did you eat or drink? Tell me about the people/place/activities/food. What was the weather like? How did you get there? How long did you stay?

• what you liked about it. What did you like about it?

• what you did not like about it. What did you not like about it?

• who was with you and what they did.

Who was with you and what did they do?

• if you would want to change anything about last weekend.

Would you like to change anything about last weekend? What and why?

Now, [Candidate A] (use name), talk about your last weekend

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 89: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

87Appendix vi. Full Prompt Set – example

Interlocutor:

Interlocutor (after 2 minutes):

Could you finish, please?

Thank you, [Candidate B] (use name).

Repair questions • what it is. What is it?

What is your favourite season?

• what it is like. What is it like? What is the weather like? Tell me about the temperature / the plants (trees, flowers,…)… What food do you eat in this season?

• what you do. What do you do during this season? What can you do? What hobbies are popular at this time of the year? What sports can people do?

• what clothes you wear. What clothes do you wear?

• why you like this season /time

of year. Give reasons.

Why do you like this season /time of year? Give reasons.

• what season /time of year you do not like. Give reasons.

What season /time of year do you not like? Give reasons.

Now, [Candidate B] (use name), talk about your favourite season/time of year

for two minutes (use gesture). Use your own ideas. You can also use these ideas (point at card) to help you.

Page 90: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

88 Appendix vi. Full Prompt Set – example

Sources:

http://www.clipartpanda.com/clipart_images/people-talking-clip-art-39361319http://www.clipartpanda.com/clipart_images/board-game-pieces-clip-art-58477559http://clipart-library.com/clipart/c1056210.htmhttps://img.clipartfest.com/3a9a226d8dc8c14529eb1fd39d37bc71_books-free-open-book-clipart-free-book-clip-art_1152-757.pnghttp://www.clipartkid.com/images/16/green-clipart-green-tshirt-png-dJ3cvd-cli-part.pnghttps://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSMohsHljO1ClUnxypvgPwRVfnyGA4PoJ6YPiY3b0dzEorKtu-chttp://www.computerclipart.com/computer_clipart_images/a_sports_cap_with_the_american_flag_on_the_front_0521-1004-3014-2645_SMU.jpg

Page 91: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

89Appendix vi. Full Prompt Set – example

You will now have a conversation together.

Use these cards (hand out cards) and talk together (use hand gestures) for 1 – 2 minutes.

You are at a kids flea market. [Candidate A] (use name), you go shopping to the flea market. Use this card. (Point at card.)

[Candidate B] (use name), you are selling your things. (Point at card.)

[Candidate A] (use name), please talk to [Candidate B] (use name) now.

General repair questions:

Candidate (use name), can you go on, please? Can you ask questions please, Candidate (use name)?

Interlocutor:Interlocutor:Interlocutor:

Page 92: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

90 Appendix vi. Full Prompt Set – example

1 - 2 min.

A

You are at the kids flea market.

Buy some of the things from your friend.

Page 93: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

91Appendix vi. Full Prompt Set – example

1 - 2 min.

B

You are at the kids flea market.

Sell some of the things to your friend.

£1

£10

£4

£2

£6

£1

Page 94: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

92 Appendix vi. Full Prompt Set – example

Interlocutor (after 2 minutes):

Could you finish please?

Thank you [Candidate A] (use name) and

[Candidate B] (use name).

Interlocutor:

Now, you will have a discussion together. (Use gestures.)Look at these cards. They help you talk about

fashion and trends.(Hand out cards.)You have one minute to prepare.

Interlocutor (after 1 minute):

Now, talk about fashion and trends

together (use gestures to encourage the conversation) for 4-5 minutes.

If candidates do not start talking:[Candidate B] (use name), can you say something, please?

Page 95: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

93Appendix vi. Full Prompt Set – example

fashion and trends and you

follow trends

OTHERIDEAS

things that are in/out

buy modern clothes

Talk together about...

fashion and

trends

What? How? Where? Who? Why? When?

fashion

trends

Page 96: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

94 Appendix vi. Full Prompt Set – example

Repair Slips Long Dialogue

What trends do teenagers like?

What trends do teenagers not like?

What’s in at the moment? What’s out?

What trends do you follow? Why?

How do you follow trends?

Do you buy modern clothes? Why?

What do you do with things that are out?

What are the good and bad things about trends? What are the good and bad things about fashion? How do you get the money for buying modern things?

Page 97: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

95Appendix vi. Full Prompt Set – example

Interlocutor (after 5 minutes):

Thank you [Candidate B] (use name) and [Candidate A] (use name). This is the end of the speaking test. You can now return to your seats please.

[Candidate C] (use name) and [Candidate D] (use name), it′s your turn now.

Please note: you can continue to use the same prompt set for all students or change to full_prompt_set_01.

Page 98: Assessing Speaking for the E8 Standards: The E8 Speaking ... · language’. This distinction between competence and capacity is a key aspect of successful and meaningful com-munication,

96 Appendix vii. E8 Speaking Rating Sheet

Prom

pt:

E8 S

peak

ing

Ratin

g Sh

eet (

27/0

7/20

17)

Stud

ent:

Ta

sk A

chie

vem

ent &

Com

mun

icat

ion

Skill

s M

D

Nat

ural

ness

of S

peec

h M

D

Gra

mm

ar1

M

D Vo

cabu

lary

2 M

D

7

•ric

h, c

lear

and

con

cret

e in

form

atio

n co

mm

unic

ated

succ

essf

ully

stra

ight

forw

ard

disc

ours

e; id

eas

expa

nded

with

rele

vant

exa

mpl

es

•go

od in

tera

ctiv

e be

havi

our;

initi

atin

g,

mai

ntai

ning

and

/or c

losin

g di

scou

rse,

so

met

imes

usin

g st

ock

phra

ses

fluen

t and

spon

tane

ous a

t a fa

irly

even

te

mpo

with

nat

ural

pau

ses

•lo

ng a

nd c

onne

cted

stre

tche

s of

spee

ch

•in

telli

gibl

e pr

onun

ciat

ion

and

into

natio

n •

easil

y in

telli

gibl

e, o

nly

min

or

inac

cura

cies

pos

sible

good

rang

e of

stru

ctur

es

•re

lativ

ely

high

deg

ree

of g

ram

mat

ical

co

ntro

l with

occ

asio

nal,

min

or

inac

cura

cies

good

rang

e of

voc

abul

ary

•re

lativ

ely

high

deg

ree

of le

xica

l con

trol

w

ith o

ccas

iona

l, m

inor

inac

cura

cies

6

5

•cl

ear a

nd c

oncr

ete

info

rmat

ion

com

mun

icat

ed c

ompr

ehen

sibly

mos

tly st

raig

htfo

rwar

d di

scou

rse

on a

ra

nge

of to

pic-

rela

ted

idea

s •

suffi

cien

t tur

n-ta

king

skill

s; in

itiat

ing,

m

aint

aini

ng o

r clo

sing

disc

ours

e

mos

tly fl

uent

with

som

e pa

usin

g fo

r gr

amm

atic

al a

nd le

xica

l pla

nnin

g or

re

pair

•co

nnec

ted

stre

tche

s of s

peec

h

•m

ostly

inte

lligi

ble

pron

unci

atio

n an

d in

tona

tion

•oc

casio

nal i

nacc

urac

ies d

o no

t im

pair

unde

rsta

ndin

g

suffi

cien

t ran

ge o

f str

uctu

res

•so

me

inac

cura

cies

whi

ch d

o no

t hin

der

com

mun

icat

ion

suffi

cien

t ran

ge o

f voc

abul

ary

•oc

casio

nal i

nacc

urac

ies w

ith so

me

maj

or e

rror

s whe

n ex

pres

sing

mor

e co

mpl

ex id

eas w

hich

do

not h

inde

r co

mm

unic

atio

n

4

3

•lim

ited

info

rmat

ion

com

mun

icat

ed in

a

simpl

e w

ay

•di

scou

rse

deliv

ered

in a

sim

ple

way

as

a lis

t of p

oint

s •

limite

d tu

rn-t

akin

g ab

ility

: bas

ic

ques

tioni

ng in

info

rmat

ion

exch

ange

notic

eabl

e pa

uses

, hes

itatio

ns o

r fal

se

star

ts

•sh

ort c

ontr

ibut

ions

and

exc

hang

es

linke

d w

ith si

mpl

e co

nnec

tors

gene

rally

inte

lligi

ble

pron

unci

atio

n •

occa

siona

l bre

akdo

wn

of

com

mun

icat

ion

limite

d ra

nge

of si

mpl

e st

ruct

ures

freq

uent

inac

cura

cies

with

bas

ic

mist

akes

whi

ch c

an h

inde

r co

mm

unic

atio

n

limite

d ra

nge

of si

mpl

e vo

cabu

lary

; re

petit

ions

are

com

mon

freq

uent

ly in

accu

rate

voc

abul

ary

whi

ch c

an h

inde

r com

mun

icat

ion

2

1

•ve

ry li

ttle

info

rmat

ion

com

mun

icat

ed

in a

ver

y sim

ple

way

disc

ours

e re

stric

ted

to si

mpl

e, m

ainl

y iso

late

d ph

rase

s •

very

lim

ited

turn

-tak

ing

abili

ty;

atte

mpt

ed q

uest

ioni

ng to

get

in

form

atio

n

num

erou

s pau

ses a

nd h

esita

tions

very

shor

t, iso

late

d ut

tera

nces

freq

uent

misp

ronu

ncia

tions

freq

uent

bre

akdo

wn

of

com

mun

icat

ion

extr

emel

y lim

ited

rang

e of

sim

ple

stru

ctur

es

•lim

ited

cont

rol c

ausin

g fr

eque

nt

brea

kdow

n of

com

mun

icat

ion

extr

emel

y lim

ited

rang

e of

voc

abul

ary

mos

tly in

accu

rate

voc

abul

ary

caus

ing

freq

uent

bre

akdo

wn

of

com

mun

icat

ion

0

1 Des

crip

tors

refe

rrin

g to

rang

e an

d co

ntro

l ref

lect

the

feat

ures

of t

he ta

sk a

nd th

e na

ture

of g

ram

mar

and

voc

abul

ary

in u

npla

nned

spee

ch.

2

See

abov

e

Appendix vii. E8 Speaking Rating Sheet