ASSESSING SPEAKING

DESIGNING ASSESSMENT TASK

SUMMARY
In partial fulfilment of the assignment of ICT-Based Language Assessment
Lecturer: Prof. Hj. Utami Widiati, MA, Ph.D

By:
Lusy Kurniawati NPM. 21502073072
Henni Herawati NPM. 21502073073
Laeli Tri Cahyani NPM. 21502073074

ISLAMIC UNIVERSITY OF MALANG

GRADUATE PROGRAM
 ENGLISH LANGUAGE AND EDUCATION DEPARTMENT
2016

ASSESSING SPEAKING

A. DESIGNING ASSESSMENT TASKS : IMITATIVE SPEAKING

Imitative tasks focus on the ability of the test-taker to simply imitate (or
parrot) a word, phrase, or sentences. This assessment focuses on the phonetic
level of oral production (i.e. pronunciation) not meaning and requires
listening just for the prompt.

1) Word Repetition Task

In a simple repetition task, test-takers repeat the stimulus, wheater it is a

pair of words, a sentence, or perhaps a question (to test for intonation
production). For example :

Word Repetition
Test taker hear :
Repeat after me
Beat [pause] bit [pause]
Bat [pause] vat [pause]

Sentence Repetition
Test taker hear :
Test taker read :
 Question Repetition

2) Phonepass Test

Phonepass Test is a popular test that uses imitative (as well as intensive)
production task. It elicits computer-assisted oral production over a
telephone. Test-takers read aloud, repeat sentences, say words and answer
questions with a downloadable test.

B. DESIGNING ASSESSMENT TASKS : INTENSIVE SPEAKING

The intensive aspect of speaking requires test-takers to produce short stretches of

language. Their tasks are cued and the student will demonstrate their linguistic
ability.

1) Directed Response Tasks

2) Read Aloud Tasks

3) Dialogue Completion Tasks

4) Picture-Cued Tasks

5) Translation
 Test taker hear : Where do you usually eat with
your family ?
Test taker read : (a) Bedroom (b) Living room
(c) Dining room (d) Garage

Open-ended Response to a Question

Test taker hear : Where do you usually eat with
your family?
Test taker write or speak: __________________________

C. DESIGNING ASSESSMENT TASKS : RESPONSIVE SPEAKING

According to Brown, Assessment of responsive tasks involve brief interactions

with an interlocutor, differing from intensive tasks in the increased creativity
given to the test-taker and from interactive tasks by the somewhat limited length
of utterances (Douglas-Brown, 2004). This aspect of assessment helps the
teacher realize the students ability to participate in discussions

http://rbte494assessments.weebly.com/speaking.html

http://www.letras.ufmg.br/arado/freebooks/english/speak1.htm