Assessing Speaking for B1 and B2 levels

1. Assessing Speaking for B1 and B2 levels

2. Speaking is one of the most demanding and complex speaking operations. An expert speaker of English speaks at a rate of 150 words per minute or 2.5 per second. Under pressure it can rise to 5 words per second. An educated speaker might have a vocabulary of 30 000 words. Speech production

3. A conceptual stage (macro-planning ) A syntactic stage, where a speaker chooses an appropriate frame into which words are to be inserted. A lexical stage, where a meaning-drive search of vocabulary takes place. A phonological stage, where information is converted into a speech-like form. A phonetic stage, where the target utterance is converted to a set of instructions to articulators. An articulatory stage, in which a message is uttered. Speech production stages

4. Clause is an important unit of speech assembly. Brief pauses (of 0.2 to 1.0 sec.) are necessary for forward planning of speech. The length of planning pauses could be related to the form of utterance or the content. Speech assembly

5. A strong B1 candidate handles communication on familiar topics despite some hesitation. A strong B2 candidate handles communication on a range of familiar topics, with very little hesitation. Hesitation pauses for B1 and B2 levels

6. Chunking enables several words to be produced as a unit. Chunking makes speech more accurate because chunks are retrieved from memory as blocks. Chunking becomes more efficient as we progress from B1 to B2 level. As a result, a strong B1 candidate produces extended responses despite hesitation, where as a strongB2 candidate produces extended stretches of language, despite hesitation. Chunking in speech production

7. B1 level candidates have some ability to compensate for communication difficulties using repair strategies but may require prompting and assistance by an interlocutor. B2 level candidates do not require major assistance or prompting by an interlocutor. Self-monitoring

8. The objective of teaching spoken language is the development of the ability to interact successfully in that language. Interaction involves comprehension as well as production. Why do we teach spoken language?

9. Among the macro skills of language speaking,particularly in a second or foreign language,is the most difficult language skill to assess. It happens because speaking is a multifaceted skill. Why is it difficult to assess speaking skills?

10. One of the biggest obstacles for assessors is a tendency to notice mistakes and not to be able to identify positives. The second challenge is to produce a clear set of criteria against which a candidate is assessed to establish their level, and one which the assessor understands how to use.Thishas to be carefully designed and relevant to the style of interview and subject of the interactions Challengers for assessors

11. Key features of Cambridge exams Are based on realistic tasks and situations. Accurately and consistently test all four language skills. Encourage positive learning experiences and seek to achieve positive impact on teaching where possible. Are as fair as possible to all candidates.

12. Proven quality Validity – are our exams an authentic test of real-life English? Reliability – do our exams behave consistently and fairly? Impact – does our assessment have a positive effect on teaching and learning? Practicality – does our assessment meet learners’ needs within available resources? Quality – how we plan, deliver and check that we provide excellence in all of these fields?

13. Fairness of Cambridge exams is guaranteed by the fact that candidates have opportunities to interact with different speakers: examiner and partner. They also have an opportunity to perform an extended monologue. Interlocutors are instructed to redress possible imbalances in test taker output during certain parts of the test if required. Fairness (interaction patterns)

14. Positive effects of paired tests Reflect the classroom Positive impact Broader range of language More evidence of language proficiency

15. Test takers for B1 level exams

16. Test takers for B2 level exams

17. As we progress through the test levels the percentage of male candidates increases. Both male and female candidates achieve higher scores when interacting with strangers. Test takers. General trends

18. Topics are appropriate for the level of candidates from all cultures and experiences; free from any bias; not potentially distressing; likely to appeal to a broad base of candidates; able to provide a broad range of sub-topics; at an appropriate cognitive level; familiar, yet not too familiar; not specialised or technical. Choosing topics: Cambridge Practice

19. A test taker is required to replicate cognitive processes which would prevail in a natural (non –test) context. The main concern of Cambridge exams beginning with A2 level is with a test taker’s ability to apply four language skills at different levels of proficiency, rather than with the simple measurement of linguistic knowledge. Cognitive validity

20. Cognitive sills for B1 and B2 level exams

21. Overall general ability for B1 and B2 levels (CEFR)

22. Self-assessment grid for Speaking (CEFR)

23. Interview Problem: the relationship between the tester and the candidate blocks candidate’s initiative. Interaction with peers Problem: the performance of one candidate is likely to be affected by that of the others. 3. Response to recordings Problem: inflexibility: there is no way of following up candidates’ responses. Three main formats for testing speaking skills

24. Interaction patterns in B1 and B2 level tests

25. Interaction in paired formats Wider range of language functions More complex cognitive processes Richer range of language Better inferences about a learner’s proficiency in wider real-life contexts

26. At both levels (B1 and B2) candidates are assessed independently according to specific criteria; There are 2 examiners: Assessor focuses on detailed criteria Interlocutor focuses on overall effectiveness in dealing with the tasks Speaking assessment

27. It is aimed at people who want to understand the main points of straightforward instructions or public announcements; deal wit most of the situations they might need when travelling; ask simple questions and take part in factual conversations in work environment; Who is Preliminary test (B1level) for?

28. Preliminary speaking format (B1)

29. To give info of a factual and personal kind. To respond to questions about present, past and future situations. To use functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement. To discuss photos and manage discourse using appropriate vocabulary in a longer turn. To talk about opinions, likes/dislikes, preferences, experiences and habits in a follow-up conversation. Skills in a Speaking Exam (B1)

30. Do you enjoy studying English? (Do you like studying English?) Do you think that English will be useful to you in the future? (Will you use English in the future?) What did you do yesterday evening/last weekend? (Did you do anything yesterday evening/last weekend?) Cambridge English: Preliminary for Schools Speaking Part 1 (B1)

31. Cambridge English: Preliminary for Schools Speaking Part 2 (B1)

32. Cambridge English: Preliminary for Schools Speaking Part 3 (B1)

33. Examiner: Your photos showed people reading. Now I would like you to talk together about different kind of reading you did when you were younger, and the kinds you do now. Cambridge English: Preliminary for Schools Speaking Part 4 (B1)

34. It is aimed at candidates who want to start working in an English-speaking environment; study at an upper-intermediate level, such as foundation or pathway courses; live independently in an English-speaking country. Who is English First test (B2level) for?

35. Cambridge English: First speaking format (B2)

36. To give info of a factual and personal kind, responding to questions about work, leisure and future plans. To deliver a short piece of extended discourse in response to visual stimuli and written prompts. To carry out a collaborative peer task in response to verbal input. To use social and general interactional language, exchange ideas, reach a decision through negotiation, express and justify opinions, agree/disagree, suggest, speculate and evaluate. Skills in a Speaking Exam (B2)

37. How long have youbeen living in …..... (city)? How longhave youbeen studying English? Where was your mother/father born? Do you like spending time on yourown or with other people? What job would you like to do in the future? What would you do if you won the lottery? What sort of music do you enjoy listening to? What sort of films do you enjoy watching? Cambridge English: First for Schools Speaking Part 1(B2)

38. Cambridge English: First for Schools Speaking Part 2 (B2)

39. speak another foreign draw well language Why might students want to learn to do these skills? play a musical instrument cook a meal play a sport Cambridge English: First for Schools Speaking Part 3 (B2)

40. Paper 5: Speaking Part 4 Would you like to work in a café?(Why/Why not?) What sort of restaurants are most popular with visitors in your country? Young people usually go to different placesto relax than older people. Why do you think that is?

41. Paper 5: Speaking Part 4 Would you like to work in a café?(Why/Why not?) What sort of restaurants are most popular with visitors in your country? Young people usually go to different placesto relax than older people. Why do you think that is?

42. Computer-based options Internet-based options Advent of new technologies

43. Cambridge Assessment Common Scale for speaking

44. Cambridge Assessment Common Scale for speaking (continued)

45. Grammar and vocabulary. Discourse management. Pronunciation. Interactive communication. For each aspect bands from 0 to 5 are awarded. Assessment analytic scale for B1 and B2 level exams

46. Appropriacy of vocabulary: the use of word and phrases that fit the context of a given task. Flexibility: the ability to adapt the language (reformulating and paraphrasing). Grammatical control: the ability to use grammar accurately and appropriately to convey meaning. Grammatical forms (simple and complex). Range: the variety of words and grammatical forms. Grammar and vocabulary

47. Coherence and cohesion which are achieved with a use of cohesive devices, related vocabulary, grammatical devices and discourse markers. Extent: the amount of language produced by the candidate. Relevance: a contribution that is related to the task. Repetition. Discourse management

48. Intelligibility: easiness with which a speaker is understood by a non-language specialist. Phonological feature: -individual sounds; -stress; -intonation; -rhythm. Pronunciation

49. The ability to initiate, maintain and close conversation; support a speaking partner; take and relinquish a turn; initiate and respond appropriately; link contributions to those of other speakers; negotiate towards the outcome; Interaction

50. Global achievement scale (B1 level)