methods and criteria for assessing speaking skills

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lesson 9. methods and criteria for assessing speaking skills course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about the basic principles of assessing speaking skills. preparation (aids and equipment) 1. spratt, m (1994) english for the teacher, cambridge university press, isbn 0 521 42676 6 spratt. m, pulverness, a, williams, m. (2005) the tkt course, cambridge university press, isbn 978 0 521 60992 …

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ills create a rubric most teachers will be familiar with the concept of grading with a rubric, a table with different criteria and a grading scale. if you have never created a rubric before, it’s really quite easy. simply choose the criteria on which you will grade students and list them down the left side of the page. then create an even number of columns along the top of the page. if this is your first rubric, four is the easiest to start with. these columns will represent the potential skill levels of your students. for each criterion, define what level of ability a student would need to exhibit on each of the four levels. for example, the most straightforward way to label the boxes in the rubric would be, “meets expectations high, meets expectations low, slightly underperforms, does not meet expectations.” the more rubrics you make, the more detailed …

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unicate as used incorrect, the message can be misunderstood. vocabulary after noting your students’ pronunciation levels, move to vocabulary. vocabulary comprehension and vocabulary production are always two separate banks of words in the mind of a speaker, native as well as second language. you should encourage your students to have a large production vocabulary and an even larger recognition vocabulary. for this reason it is helpful to evaluate your students on the level of vocabulary they are able to produce: • are they using the specific vocabulary you have instructed them in this semester? • are they using vocabulary appropriate to the contexts in which they are speaking? listen for the level of vocabulary your students are able to produce without prompting and then decide how well they are performing in this area. accuracy grammar, the correct use of the language system, which includes pronunciation and vocabulary, has always been …

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ssive with language and would therefore have low communication skills. don’t let a lack of language skill hold your students back from expressing themselves. the more creative they can be with language and the more unique ways they can express themselves, the better their overall communication skills will be. interaction being able to say what you mean with a foreign language is one thing, being able to interact with others is another. interaction is their ability to interact with others during communicative tasks. ask your students questions. observe how they speak to one another. are they able to understand and answer questions? can they answer you when you ask them questions? do they give appropriate responses in a conversation? all these are elements of interaction and are necessary for clear and effective communication in english. a student with effective interaction skills will be able to answer questions and follow along …

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are all markers of a student’s overall speaking abilities. students may excel in one and struggle in another, and not necessarily the ones you might think. help your student understand these qualities of effective speakers. let your students know that you will be listening for these qualities when you evaluate their progress and encourage them to improve their english in these areas. also, listen to them when they talk both to you and when they talk with other students. they should be able to speak well with one another. after all, most of the english they will use in the future will be with other non-native speakers. finally, remember that a true evaluation will take into consideration more than just the oral interview on the final exam. listen to your students throughout the semester. note how they improve in these areas. encourage them as speakers and learners, and you are …

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lesson 9. methods and criteria for assessing speaking skills course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about the basic principles of assessing speaking skills. preparation (aids and equipment) 1. spratt, m (1994) …

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