Assessing Speaking and Pronunciation

Topic 2: Assessing Speaking and Pronunciation

Read the learning outcome. Then listen to the role-play. Think about whether the role-play was successful or unsuccessful. 

What to Assess

Proficient speaking involves different factors. You can assess each of the following.

Accuracy Students need to use grammar and vocabulary accurately when speaking. Frequent errors can cause misunderstanding. For example, errors in verb tense can easily cause miscommunication. Consider the examples: I visited my grandparents every year. (I no longer do it.) I visit my grandparents every year. (I still do it.)

Fluency Students need to speak confidently without pausing too often. It can be difficult to understand or converse with someone who is hesitating frequently or using words from their first language.

Appropriacy Students need to use language that is appropriate for the setting, audience, and purpose of the interaction.

In the sample role-play, you heard two students pretending to be a new teacher and a student. The setting was a school, and the purpose was to introduce oneself. Both speakers were accurate. There were no grammar or vocabulary errors. Both speakers were also fluent. There were no long pauses or halting speech. However, Student B did not use appropriate language for his audience, a teacher. In an assessment, you could note that he used an inappropriate register for speaking to a teacher. He used an informal register, appropriate for an introduction to another student.

Comprehensibility Students need to speak in a comprehensible way. It should be easy for a listener to understand them. They should not have pronunciation errors that affect understanding.

Finally, you may also want to assess content or the meaning of what students said. You can consider how creative and interesting their presentation or conversation was. You may also assess students' risk-taking. Consider whether students tried to use new vocabulary and structures.

It is important to be clear about the assessment criteria. It is not necessary to evaluate everything. Focus on what you have taught in relation to the learning outcome. For example, if you have practiced introductions using the verb be, you should not assess errors in other verbs.

Students should understand the assessment criteria. In an oral presentation, for example, students should know if you are assessing use of vocabulary, grammatical accuracy, or fluency. This helps them to prepare for the assessment and learn from it.