Grading Communicative Exams Communicatively

Grading Communicative Exams Communicatively

JoAnn Miller, Editorial Macmillan,

Balancing a Exam

• Grammar? Vocabulary? Function?
• Accuracy or fluency?
• Production or recognition?
• Subjective or objective?

Written Communicative Exams

• Reflect course content
• Test both accuracy and fluency
• Include both production and recognition sections
• Test both functions and grammar (as well as reading, writing, listening)

Fluency

• The ability to produce language with ease
• Have a good but not necessarily perfect command of vocabulary and grammar
• Communicate ideas effectively
• Produce language without causing comprehension difficulties or a breakdown in communication

Accuracy

• Ability to produce grammatically correct sentences
• May not include the ability to write fluently.

Recognition:

• Student chooses the correct answer
• Multiple choice, true-false, choose from a box
• Requires less knowledge and analysis

Production:

• Student has to write sentences or phrases
• Complete the conversation
• Requires a lot of thought

What is a function?

• The communicative purpose of the users of the language
• Usually expressed as gerunds: introducing, apologizing, asking directions, requesting
• Are much more communicative and relate to fluency more than accuracy
• If you get the function right, even if you make a grammar mistake, you can be understood.

Functional Sections

• Complete the conversation
• Complete the conversation. Use the words in parentheses.
• Circle the correct answer to complete the conversation.
• Write the conversation in the correct order.
• Write sentences from the box.

Production vs. Recognition:
Grammar and Functions

Recognition

worth fewer points—less work

• fill in (verb, adjective form)
• write words from the box
• multiple choice

Production

worth more points—more work

• fill in (subject / verb)
• ordering (words or conversations)
• ordering (plus one)
• cued sentences
• complete the conversation

Correcting

Grammar, Reading, Vocabulary, Listening

• In general these sections are all right or all wrong.
• We rarely give partial credit.
• These sections test accuracy.

Communicative sections

• You can give partial credit
• These sections test fluency.
• Ask yourself if the S’s answer communicates what the S wants to say.

Examples of partial credit

Correct answer: What’s your name?

Student writes: What you name?

Correct answer: If you invited me, I’d go.

Student writes: If you invite me, I go.

Correct answer: I went to the movies yesterday.

Student writes: I go to the movies yesterday. / I go to the movies.

Grading Communicative Exams Communicatively

JoAnn Miller, Editorial Macmillan,

(Licenciatura Exam, Course 1, Midterm Exam. Text: Atlas 2; Actual Student Responses)

The student sees this:

IV. The clerk knows Cleopatra. Caesar asks the clerk about Cleo. Complete the conversation. Use the words in parentheses. ( 4 points, .5 each)

Clerk:Yes, I know her.

Julius:(1) ______(work) ?

Clerk:(2) ______( palace downtown).

Julius:(3) ______( do) ?

Clerk:(4) ______( help people).

Julius:(5) ______( close friend)?

Clerk:Yes, (6) ______(funny).

Julius:(7) ______( sports)?

Clerk:Yes, (8) ______( tennis ).

Answer key. Teachers use as a guide. Not the only answers possible.

IV. Functions. ( 8 points, 1 each)

1. Where does she work? 5. Does she have a close friend?

2. (She works) at the palace downtown.6. she’s funny

3. What does she do?7. Does she like sports?

4. She helps people8. she likes/plays tennis.

Grading Communicative Exams Communicatively

JoAnn Miller, Editorial Macmillan,

Student 1: Points: / 8

Clerk:Yes, I know her.

Julius:(1) Where does she works?

Clerk:(2) She does work palace downtown.

Julius:(3) Where do she does?

Clerk:(4) She does help people.

Julius:(5) Where does she close friend?

Clerk:Yes, (6) she does funny.

Julius:(7) Where does she lift sports?

Clerk:Yes, (8) she does play tennis.

Student 2: Points: / 8

Clerk:Yes, I know her.

Julius:(1) You do?

Clerk:(2) I’m work in the palace downtown.

Julius:(3) What do you do?

Clerk:(4) I’m help help people.

Julius:(5) How you close friend?

Clerk:Yes, (6) they are funny

Julius:(7) ar you play sports?

Clerk:Yes, (8) I’m play.

Student 3: Points: / 8

Clerk:Yes, I know her.

Julius:(1) Where does she work?

Clerk:(2) She work at the palace downtown.

Julius:(3) What does she does?

Clerk:(4) She helps people.

Julius:(5) Does she have a close friend?

Clerk:Yes, (6) she does. She’s very funny..

Julius:(7) Does she like sports?

Clerk:Yes, (8) she play tennis.

Student 4: Points: / 8

Clerk:Yes, I know her.

Julius:(1) What does she works?

Clerk:(2) She works in palace downtown.

Julius:(3) What does she do?

Clerk:(4) Work with help people.

Julius:(5) Are you close friend?

Clerk:Yes, (6) she is funny.

Julius:(7) Are you practice sports?

Clerk:Yes, (8) she plays tennis.

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

Fluency (Longman Dictionary of Language Teaching and Applied Linguistics)

•The ability to produce written and / or spoken language with ease

•Speak with a good but not necessarily perfect command of intonation, vocabulary and grammar

•Communicate ideas effectively

•Produce continuous speech without causing comprehension difficulties or a breakdown in communication

Accuracy(Longman Dictionary of Language Teaching and Applied Linguistics)

•Ability to produce grammatically correct sentences

•May not include the ability to speak or write fluently.

Fluency in Tasks(Dave Willis, “Accuracy, fluency and conformity” Challenge and Change in Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 50)

“Learners need opportunities to process language for communicative purposes as receivers and producers.

“These opportunities should be unfettered by the perceived need to conform to teacher expectations in terms of the production of specific language forms.”

Accuracy in Tasks

“Whenever learners are involved in communication they are concerned with accuracy…making the best use of their language systems…

“In spontaneous communication [they] have little time to reflect on the language they produce.

“ If…they are given time to prepare what they have to produce, there will be a concern for formal accuracy…”

Speaking(Peter Skehan, “Second language acquisition research and task-based instruction”, Challenge and Change in Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 22.)

•Fluency: “concerns the learner’s capacity to produce language in real time without undue pausing or hesitation.”

•Accuracy: “how well language is produced in relation to the rule system of the target language.”

Implications(Miriam Eisenstein Ebsworth, “Accuracy Vs. Fluency: Which Comes First in ESL Instruction?”, ESL Magazine. 1:2, 24-26. March/April 1998.)

“Teachers should balance issues of fluency and accuracy depending on the specific needs of learners and the resources of time and materials for instruction.”

Oral Evaluation

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

Accuracy

•5% in oral exam

•5-7% in projects

Fluency

•5% in oral exams

•5-7% in projects

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

Oral Exam

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

Accuracy

•Role play

•5 minutes+ preparation

•Perform for teacher

•1-2 minutes maximum

Fluency

•Role play with teacher and another student

•No preparation

•Cues only

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

Oral Exam Organization

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Oral Testing of Accuracy and Fluency

JoAnn Miller, Macmillan Publishers, ,

•Students (pairs) given role cards as they enter classroom

•Told to prepare—when finish exam, can leave

•Can use any reference or ask questions

•Come to the front of the class, talk only to teacher

•Perform

•Either stay together or separate for second role-play

Me? Write an exam?
How to write a communicative exam

JoAnn Miller, Editorial Macmillan

5 point scale

Accuracy

1 ---Little or no language produced.

2 --Poor vocabulary, serious mistakes in grammar, poor pronunciation.

3 --Adequate vocabulary, mistakes in grammar, adequate pronunciation.

4 --Good vocabulary, occasional errors in grammar, good pronunciation.

5 --Wide vocabulary, very few errors in grammar, very good pronunciation.

Fluency

1 ---Little or no communication.

2 ---Very hesitant and brief utterances, sometimes difficult to understand.

3 ---Communicates ideas, but hesitantly and briefly

4 ---Effective communication, but does not elaborate on response.

5 ---Easy and efficient communication. Elaborates on responses.

Oral Exams: Grading Instructions

I. Pair Roleplay. Used to grade accuracy. (5 points)

Instructions: (1) Give each pair of SS a roleplay card. Give them at least 5 minutes to prepare their talk. (2) Call pairs of Ss to the front. They perform without written notes. (3) Grade them based on the following scale:

Note: Please take S's level into account. A Course 1 student cannot produce as much language as a Course 3 student. To get 3 points, the student should be able to use structures and vocabulary taught in the course he / she just finished. However, expect errors since the student has not fully acquired the material. To get 5 points, the student may still make a few isolated errors, but will speak much above a typical student at the same level.

II. Roleplay with the teacher. Use to grade fluency. (5 points)

Instructions: (1) Choose one of the situations given below. (2) If three people are needed in the situation, keep the pair together. If not, separate Ss and grade individually. (2) S does not see situations. (3) Explain the situation to the S and perform your part of the roleplay. (4) Grade S on the following scale:

Note: Students should be graded considering their course level.

Oral Exams: Roleplays (Teacher's copy)

I. Pair Roleplay. Used to grade accuracy. (5 points) (See separate sheet. Make enough copies for all the Ss and cut them up. Put Ss in pairs. Give each S a card.)

II. Roleplay with the teacher. Use to grade fluency. (5 points) (Do not show these questions to the Ss. )

1. Keep students together. Ask them what they plan to do when they finish school. Then ask them to tell you the pros and cons of that job.

2. Separate students for a moment. You are going to give one student a message for the other student. For example, ask Student A to tell Student B you are going to meet him/her after class. Then have the student pass on the message. Make the messages a little bit complicated. When you finish, give Student B messages for Student A.

3. Separate students. Tell student to imagine his girlfriend / her boyfriend is angry. Ask him / her what he / she will do. Then ask a “what if” question: What if he doesn’t believe you? What if he goes out with someone else?, etc.

Communicative Oral Testing

JoAnn

(Indiv-1) Do a roleplay at a hotel
Instructions:
Student will do a short role play with the examiner. The student is working at a hotel registration desk and the examiner is a guest. Give the student the form and he/she asks the appropriate questions. Be sure the student uses the correct polite language: (please, thank you, etc.)..
Script
You work in a hotel. I arrive at the hotel. Ask me questions. Complete the form.
[Give the student the cue card. Be prepared to cue if necessary. Answer the questions with real or imaginary information.]
Cue card for the student.

(Indiv-2) Have a conversation about getting to a store near the school
Instructions:
The student asks how to get to a specific store near the school (grocery store, stationary store, fast food, etc.). Teacher answers, giving detailed, step-by-step directions. The student repeats the directions to check understanding.
Script:
You will ask me how to get to a store near the school. I'll give you directions. Be sure to repeat the directions to be sure you understand. Do you have any questions? [Pause.] OK. Begin. Ask me for directions.

(Pair 1) Do a roleplay at school
Instructions:
The students are making a school directory. They ask each other the information on the cue card. Give one student the form. He/She asks the appropriate questions. Encourage students to use polite language: (please, thank you, etc.). When they finish exchange roles.
Script
Make a class directory. Ask your partner questions. Complete the form. When you finish, change roles.
[Give one student the cue card. Be prepared to help if necessary.]

(Pair 2) Do a survey about weekend activities
Instructions:
The students are going to ask each other questions for a survey about typical weekend activities. Give the students the cue card and ask them if they have any questions. One student will ask the questions first. When they finish, you can change roles.
Students' Cue Card

Script:
Today you are going to do a survey. You will interview Student B. Student B answers and gives details in his/her answers. Then we will change roles. [Give the students the cue card and time to read it.] Do you have any questions? [pause] All right. Begin please.

(Pair 3) Have a conversation about getting to each others' houses
Instructions:
The students plan to study together and need to get directions about how to get to each others' houses. They repeat the directions to check understanding.
Students' Cue Card

Script:
You plan to study together today and tomorrow. You need directions to each others' houses. [Give students the cue card.]. Be sure to repeat directions to check your understanding. Do you understand? Do you have any questions? [Pause]. All right, begin please.

(Group 1) Do a roleplay about using a cellphone
Instructions:
[Note it would be useful (but not absolutely necessary) if one or more cellphones were available during this task. They could be the students' phones or even old ones that still work. If they use their own phones, they should exchange them before beginning so they aren't that familiar with the phone. If no phone is available, students should imagine they have one in their hands as the do the task.]
Student A asks Student B to tell him/her how to find a contact on the cellphone. Then they Student B asks Student C for help making a call. Finally Student C asks Student A how to play a game. The students should, if necessary, express uncertainty: Um, I'm not sure. Try..., I think so, It looks similar on my phone. I guess so..
Students' cue card:

Script:
Today you're going to ask each other how to do something with a cellphone. [Give students the phone, have them exchange phones or use an imaginary phone]. You have to tell one of your partners how to do it. If you aren't sure, just guess. [Give students the Cue Cards] Do you understand? Do you have any questions? [Pause]. OK. Begin.

(Group 2) Decide on a day for a party
Instructions:
The students have to decide on a day for a party, but everyone has activities all week. Give them the cue cards and they have a conversation, trying to decide what day they can have a party.

Script:
You have a problem. You want to organize a party, but you are all very busy. You need to talk to each other to find a free night. Look at your cue cards. [Give them their cue card and give them time to read it.] Do you have any questions? Fine. Please begin.