SPM Speaking Examiner

Training
Training for examiners of the
Speaking component of SPM
English
 SPM Speaking Master Trainer
training: Course aims
• To prepare Master Trainers to cascade training to
Speaking Examiners
• To familiarise Master Trainers with the content of the test
materials and the level of the exam
• To standardise the delivery of the Speaking tests
• To standardise the application of assessment scales and
scoring for Speaking
• To offer tips and advice to Master Trainers for their own
training of SEs and discuss issues which may occur
during both training sessions and live examining
 Introduction from
Cambridge Assessment
English consultant

Jill Buggey
Outline of the training – Day 1
Course modules
1. General overview of SPM
Speaking rater training
(Trainer’s perspective)
2. SPM Speaking test
detailed overview – key
points to focus on
3. SPM Speaking test
procedure – key points to
focus on
At the end of Day 1, there will be a live Q&A session to discuss any points
arising from the day’s training content
Focus
•The role of the trainer
•Practicalities on the day of training
•Materials required for training
•Preparing for the training
•Challenges of running training sessions
•Format of the test
•Testing aims
•Overview of test parts
•CEFR level and level of SPM test
•Speaking examiner roles
•Interlocutor frame
•The handling of test materials
•Interlocutor behaviour
•Watching a sample test
•Peer practice and practice with volunteer
candidates
Outline of the training – Day 2
Course modules
4. SPM Speaking test
assessment - overview
Focus
•CEFR and assessment scales
overview
•Analytical scales
•Overall Spoken Production scale

5. SPM Speaking test •Setting the standard

assessment – rating of •Applying the standard
performances

6. SPM Speaking test •Marks Collection procedure (online)

–round up •Summary of main aspects of training
for cascading to Speaking examiners

At the end of the Speaking section of Day 2, there will be a second live
Q&A session to discuss any final points arising from the training content
 Module 1

General overview of SPM Speaking

rater training (Trainer’s perspective)
 General overview of SPM Speaking rater
training from the trainer’s perspective

This module will take you through the following

aspects:
• The role of the trainer
• What the training will cover
• Practicalities on the day of training
• Materials required for training
• Preparing for the training
• Challenges likely to be encountered
 The role of the trainer
• To standardise Speaking examiners in test
delivery and procedures
• To standardise Speaking examiners in test
assessment
• To run a 2-day training programme (including
Writing)
• To monitor audio recordings of Speaking tests
See the Guidelines for Examiner Training for more
details.
 What Speaking Examiner
training covers
• Introductions and outline of programme
• Speaking test format and procedure
• Peer practice
• Practice with volunteer candidates
• Speaking assessment – setting the standard
• Speaking assessment – applying the standard
• Speaking assessment – marks collection (online)
 Practicalities
Before the training day, check:
• Facilities at your venue are suitable
• Attendance list of Speaking examiners
• All materials are ready – see following slide
• Agenda is prepared/adapted as necessary
Materials required for training
• Guidelines for Examiner Training
• PowerPoint slides
• Videos and commentaries
• Materials for pre-training familiarisation
• Handouts for activities during session
• Sample Speaking test booklets
• Instructions to Examiners containing
– assessment scales,
– copies of mark sheets, etc.
 Pre-Training Checklist
Before delivery of your training, it may be useful to
consider the following questions:
• Are you fully familiar with all the samples covered in training (videos
and scripts)?
• Have you read all the supporting commentaries and highlighted /
annotated any areas which are likely to require explanation and/or
further justification?
• Have you adapted the presentation materials provided to suit your
agenda/timetable?
• Have you selected any additional handouts or other resources you
would like to use during the session?
• Have you sent an agenda for the training session to trainees?
 Challenges arising during
training sessions
Spend a few minutes now to make a note of any
worries you have at this stage or issues you think
may occur during your training session.
E.g. technical issues with playing the videos, SEs
dispute the marks on the videos, etc.

At the end of the day, we can discuss any

concerns you have in the Q and A session.
 Module 2

1. SPM Speaking test detailed

overview
2. Key points to focus on during
Speaking Examiner training
 Key points to focus on during
Speaking Examiner training?
Based on what we’ve looked at so far, consider for
a moment what you think are the key aspects you
will need to focus on in the training session before
introducing the examiners to the Speaking test
procedure and marking.
 Key points to focus on during
Speaking Examiner training
Here’s what we suggest:

• A general overview of SPM Speaking test

• A focus on the format of the test, timing and
testing aims
• A focus on the level of the Speaking test with
reference to the Council of Europe Framework of
Reference for Languages (CEFR)
SPM Speaking Test Overview
• The Speaking test is taken by all Form 5 students and constitutes
25% of their overall candidate grade (the other papers, i.e.
Reading and Use of English, Listening and Writing also being
worth 25% each).
• The SPM Speaking test is paired format, i.e. 2 candidates take
the tests together.
• There are two examiners present during the test: the Interlocutor
and the Assessor who mark the test in situ.
• The Speaking test has three sections, all aimed at the A2-C1
CEFR range, with a variety of tasks to elicit different types of
spoken language.
• The duration of the test is approximately 13 minutes.
 SPM Speaking test format
The underpinning format of the test is designed to put candidates at ease by
starting off with more support from the examiner and then moving on to be
less controlled, i.e.

Part 3
Part 2
Part 1 Discussion task
Individual long turn
Controlled, short, followed by
with a listening
individual decision question
candidate response
responses and then further
question
discussion task

• The test is ‘staged’ so as to allow for different interaction patterns as it

progresses.
• The candidates answer individual everyday questions, and then speak
individually before a paired interactive discussion activity
• The level of interlocutor involvement lessens as the test progresses
• The candidates have more scope to improvise as the test progresses
• The test has been designed to cover both the productive and interactive
aspects of the CEFR.
 Part 1 – Example questions
Phase 1
Main questions Back-up prompts

What’s your name? (to both candidates) Should I call you …?

Thank you

Where do you live/come from? (to Candidate A) Do you live in ….?

How do you come to school? (to Candidate B) Do you come to school by…?

Phase 2
Now I’m going to ask you about your daily routine.

Main questions Back-up prompts

What do you normally do after you wake up? What is the first thing you do every day?

What do you usually do after coming back from school? What do you do when you get home
from school every day?

How do you spend your leisure time? What do you do when you have free
time?

What do you do on weekends? What do you do on

Friday/Saturday/Sunday?
 SPM Speaking Test Format
(Part 1)
Task Format Candidate Output
Part Interaction Discourse
Input Functions
Pattern Features
Part 1 Interlocutor Interlocutor Responding to Giving factual
interviews frame questions information about self
Interview candidates provides all (bio data)
questions for Talking about present
3-4 interlocutor. circumstances
minutes Expressing opinions
Explaining and giving
reasons
Talking about future
plans
Talking about past
experience
Part 2 – Example task
Part 2 – Example frame
SPM Speaking Test Format
(Part 2)
Task Format Candidate Output

Part
Interaction Discourse
Input Functions
Pattern Features
Part 2 An individual Spoken rubrics. Sustaining a long Talking about past /
long-turn task Written prompts turn. present / future
Individual (1 minute) with given in Managing experience.
long-turn a listening candidate discourse: Explaining and giving
task candidate booklet. Coherence/clarity reasons.
response of message. Expressing and
3-4 minutes question (20 Organisation of justifying opinions.
seconds). ideas. Describing people,
Accuracy and places and situations.
appropriacy of
linguistic
resources.
Part 3 – Example task
Part 3 – Example frame 1
Part 3 – Example frame 2
SPM Speaking Test Format
(Part 3)
Task Format Candidate Output
Part Interaction
Input Discourse Features Functions
Pattern
Part 3 Candidates Candidates Turn-taking and Explaining and giving
discuss a are given a responding reasons.
Discussion task based topic with a appropriately. Exchanging information
task on a central focus Negotiating. and opinions.
mind-map. question and Initiating. Expressing and
4-5 minutes Then they surrounding Developing topics. justifying opinions.
have a ideas to help Negotiating agreement.
decision them. Making and responding
question to to suggestions.
discuss. Discussing alternatives.
 The level of the SPM Speaking test
Explain to the examiners the following key points before we
move on to focus on Speaking in more detail.
• The Speaking test primarily targets the B1-B2 range of
language proficiency with the highest results reported at
C1
• The assessment scales used to rate candidates’
performance are derived from the guidance provided by
the CEFR
• The exam is criterion referenced (i.e. to the CEFR)
• In line with the positive ‘can do’ ethos of the CEFR, the
descriptors aim to describe communicative ability rather
than inability
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

A2 SPM Grammar Band 1

Uses some simple
structures correctly, but still
systematically makes basic
mistakes – for example
tends to mix up tenses and
forget to mark agreement;
nevertheless, it is usually
clear what he/she is trying to
say.
Can show sufficient control
of simple grammatical
structures.
SPM Communicative
Competence Band 1
Can make him/herself
understood but may have
pauses and false starts.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

A2 SPM Grammar Band 1

Uses some simple
structures correctly, but still
systematically makes
basic mistakes – for
example tends to mix up
tenses and forget to mark
agreement; nevertheless, it
is usually clear what
he/she is trying to say.
Can show sufficient control
of simple grammatical
structures.
SPM Communicative
Competence Band 1
Can make him/herself
understood but may have
pauses and false starts.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

B1 SPM Grammar Band 3

Uses reasonably accurately a
repertoire of frequently used ‘routines’
and patterns associated with more
predictable situations.
Communicates with reasonable
accuracy in familiar contexts; generally
good control though with noticeable
mother tongue influence. Errors occur,
but it is clear what he/she is trying to
express.
• Can communicate with reasonable
accuracy.
• Can show a good degree of control
of simple grammatical structures and
attempt some complex grammatical
structures.
SPM Communicative Competence
Band 3
• Can express him/herself clearly
though there is some hesitation.
• Can ask for clarification and further
details in order to move a discussion
forward.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

B1 SPM Grammar Band 3

Uses reasonably accurately a
repertoire of frequently used ‘routines’
and patterns associated with more
predictable situations.
Communicates with reasonable
accuracy in familiar contexts; generally
good control though with noticeable
mother tongue influence. Errors occur,
but it is clear what he/she is trying to
express.
• Can communicate with reasonable
accuracy.
• Can show a good degree of control
of simple grammatical structures and
attempt some complex grammatical
structures.
SPM Communicative Competence
Band 3
• Can express him/herself clearly
though there is some hesitation.
• Can ask for clarification and further
details in order to move a discussion
forward.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.
B2 SPM Grammar Band 5

Shows a relatively high • Can communicate with a good degree of

degree of grammatical
control. Does not make
mistakes which lead to
misunderstanding. Has a
good command of simple
language structures and some
complex grammatical forms,
although he/she tends to use
complex structures rigidly with
some inaccuracy.
accuracy.
• Can show a good degree of control of a
range of simple and some complex
grammatical structures.
SPM Communicative Competence Band 5
• Can express him/herself with little
hesitation.
• Can initiate, maintain, develop and close a
conversation with ease.
• Can relate contributions to his/her partner
and negotiate towards an outcome.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.
B2 SPM Grammar Band 5

Shows a relatively high • Can communicate with a good degree of

degree of grammatical
control. Does not make
mistakes which lead to
misunderstanding. Has a
good command of simple
language structures and some
complex grammatical forms,
although he/she tends to use
complex structures rigidly with
some inaccuracy.
accuracy.
• Can show a good degree of control of a
range of simple and some complex
grammatical structures.
SPM Communicative Competence Band 5
• Can express him/herself with little
hesitation.
• Can initiate, maintain, develop and close a
conversation with ease.
• Can relate contributions to his/her partner
and negotiate towards an outcome.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

C1 SPM Grammar Band 6

• Consistently maintains a high degree of
Consistently grammatical accuracy; errors are rare, difficult to
maintains a high spot and generally corrected when they do occur.
degree of
grammatical
SPM Communicative Competence Band 6
accuracy; errors are
rare and difficult to • Can express him/herself spontaneously with little
spot. obvious searching for expressions.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

C1 SPM Grammar Band 6

• Consistently maintains a high degree of
Consistently grammatical accuracy; errors are rare, difficult to
maintains a high spot and generally corrected when they do occur.
degree of
grammatical
SPM Communicative Competence Band 6
accuracy; errors are
rare and difficult to • Can express him/herself spontaneously with little
spot. obvious searching for expressions.
 Speaking and the CEFR
Activity

Look at Handout S1 (SPM Speaking and the

CEFR) on the following slides.

For each pair of CEFR descriptors decide which

level of ability they are describing.

(For Trainers): Make a note of any questions you

have on this activity or anything you want more
information about for the Q and A session.
 Handout S1: Range – A2 or B1?
For each pair of CEFR descriptors decide which level of ability they
are describing.

Range – A2 or B1?
Descriptor A Descriptor B
Uses basic sentence patterns Has enough language to get by,
with memorised phrases, groups with sufficient vocabulary to
of a few words and formulae in express him/herself with some
order to communicate limited hesitation and circumlocutions
information in simple everyday on topics such as family,
situations. hobbies and interests, work,
travel, and current events.
 Handout S1: Range – A2 or B1?
Range – A2 or B1?
Descriptor A Descriptor B
Uses basic sentence patterns Has enough language to get by,
with memorised phrases, groups with sufficient vocabulary to
of a few words and formulae in express him/herself with some
order to communicate limited hesitation and circumlocutions
information in simple everyday on topics such as family,
situations. hobbies and interests, work,
travel, and current events.
A2 level
B1 level
 Handout S1: Accuracy – B2 or C1?
Accuracy – B2 or C1?
Descriptor A Descriptor B
Consistently maintains a high Shows a relatively high degree
degree of grammatical accuracy; of grammatical control. Does not
errors are rare, difficult to spot make errors which cause
and generally corrected when misunderstanding and can
they do occur. correct most of his/her mistakes.
 Handout S1: Accuracy – B2 or C1?
Accuracy – B2 or C1?
Descriptor A Descriptor B
Consistently maintains a high Shows a relatively high degree
degree of grammatical accuracy; of grammatical control. Does not
errors are rare, difficult to spot make errors which cause
and generally corrected when misunderstanding and can
they do occur. (C1) correct most of his/her mistakes.
(B2)
 Handout S1: Fluency – B1 or B2?
Fluency – B1 or B2?
Descriptor A Descriptor B
Can keep going comprehensibly, Can produce stretches of
even though pausing for language with a fairly even
grammatical and lexical tempo; although he/she can be
planning and repair is very hesitant as he or she searches
evident, especially in longer for patterns and expressions,
stretches of free production. there are few noticeably long
pauses.
 Handout S1: Fluency – B1 or B2?
Fluency – B1 or B2?
Descriptor A Descriptor B
Can keep going comprehensibly, Can produce stretches of
even though pausing for language with a fairly even
grammatical and lexical tempo; although he/she can be
planning and repair is very hesitant as he or she searches
evident, especially in longer for patterns and expressions,
stretches of free production. there are few noticeably long
(B1) pauses. (B2)
 Handout S1: Interaction – A2 or B1?
Interaction – A2 or B1?
Descriptor A Descriptor B
Can initiate, maintain and close Can ask and answer questions
simple face-to-face conversation and respond to simple
on topics that are familiar or of statements. Can indicate when
personal interest. Can repeat he/she is following but is rarely
back part of what someone has able to understand enough to
said to confirm mutual keep conversation going of
understanding. his/her own accord.
 Handout S1: Interaction – A2 or B1?
Interaction – A2 or B1?
Descriptor A Descriptor B
Can initiate, maintain and close Can ask and answer questions
simple face-to-face conversation and respond to simple
on topics that are familiar or of statements. Can indicate when
personal interest. Can repeat he/she is following but is rarely
back part of what someone has able to understand enough to
said to confirm mutual keep conversation going of
understanding. (B1) his/her own accord. (A2)
 Handout S1: Coherence – B2 or C1?
Coherence – B2 or C1?
Descriptor A Descriptor B
Can use a limited number of Can produce clear, smoothly
cohesive devices to link his/her flowing, well-structured speech,
utterances into clear, coherent showing controlled use of
discourse, though there may be organisational patterns,
some "jumpiness" in a long connectors and cohesive
contribution. devices.
 Handout S1: Coherence – B2 or C1?
Coherence – B2 or C1?
Descriptor A Descriptor B
Can use a limited number of Can produce clear, smoothly
cohesive devices to link his/her flowing, well-structured speech,
utterances into clear, coherent showing controlled use of
discourse, though there may be organisational patterns,
some "jumpiness" in a long connectors and cohesive
contribution. (B2) devices. (C1)
 Module 3

SPM Speaking test procedure

Key points to focus on during
Speaking Examiner training

Note for this Module you will need a copy

of the Instructions to Speaking Examiners
 Module 3 SPM Speaking test procedure
This module will take you through the following aspects to
focus on with Speaking examiners:
• Watching a sample test
• Speaking examiner roles
• The use of the Interlocutor frame
• The handling of test materials

• Interlocutor behaviour
• Managing exam resources
• Peer practice and practice with volunteer candidates
 Speaking Test Procedure
Activity
Look at Handout S2 (Speaking Test Procedure)
on the next slide.

Watch the sample Speaking test and put the steps

for carrying out the test in the correct order (1 – 9).
(For Trainers): Make a note of any questions you
have on this activity or anything you want more
information about for the Q and A session.
 A sample SPM Speaking test
Focus on Procedure
Video 1: Helmi and Ain
(Please watch the video in your
Google Classroom (GC)
 Handout S2: Speaking test
procedure
Here are the steps for carrying out the SPM Speaking test. Watch the sample test and
number them 1 - 9 in the correct order. The first one has been done for you.
a Candidate B listens and answers a question related to the topic of Candidate A’s talk.

b Candidate A listens and answers a question related to the topic of Candidate B’s talk.

c Candidate A is given a topic to talk about for about a minute. The topic and 4 bullet points with
some ideas to use are in the candidate booklet.

d Interlocutor asks one question to both candidates related to the topic of the discussion.

e Candidates respond to questions about themselves (e.g. their hobbies, their homes or other
personal matters)

f Both candidates have a discussion about a topic and then come to a decision. They should
use language functions appropriately to give suggestions, opinions and elaboration as well as
to agree or disagree politely and negotiate agreement.

g Candidate B talks about a different topic for about a minute, using a different topic in the
booklet, also with 4 bullets with ideas to use.

1 h Interlocutor introduces him/herself and the Assessor.

i Assessor provides marks for three criteria – Grammar, Vocabulary and Communicative
Competence and Interlocutor gives one mark for Overall Spoken Performance.
 Handout S2: Speaking test
procedure
Here are the steps for carrying out the SPM Speaking test, numbered in the correct
order.
4 a Candidate B listens and answers a question related to the topic of Candidate A’s talk.

6 b Candidate A listens and answers a question related to the topic of Candidate B’s talk.

3 c Candidate A is given a topic to talk about for about a minute. The topic and 4 bullet points with
some ideas to use are in the candidate booklet.

8 d Interlocutor asks one question to both candidates related to the topic of the discussion.

2 e Candidates respond to questions about themselves (e.g. their hobbies, their homes or other
personal matters)

7 f Both candidates have a discussion about a topic and then come to a decision. They should
use language functions appropriately to give suggestions, opinions and elaboration as well as
to agree or disagree politely and negotiate agreement.

5 g Candidate B talks about a different topic for about a minute, using a different topic in the
booklet, also with 4 bullets with ideas to use.

1 h Interlocutor introduces him/herself and the Assessor.

9 i Assessor provides marks for three criteria – Grammar, Vocabulary and Communicative
Competence and Interlocutor gives one mark for Overall Spoken Performance.
 Speaking Training Quiz
Activity
Look at Handout S3 (SPM Speaking Training
Quiz) on the following slides.

Consider each question about the Speaking test

before reading the answer on the next slide.

(For Trainers): Make a note of any questions you

have on this activity or anything you want more
information about for the Q and A session.
 Speaking Training Quiz
1. How long should each part of the test take?
• Part 1 =
• Part 2 =
• Part 3 =
• Total =

2. How should examiners introduce themselves at the beginning of the

test?

3. How should the seating be arranged?

 Speaking Training Quiz
1. How long should each part of the test take?
• Part 1 = 3-4 minutes

• Part 2 = 3-4 minutes

• Part 3 = 3-4 minutes

• Total = 10-13 minutes (This may depend on the level of the candidates)

2. How should examiners introduce themselves at the beginning of the test?

• As scripted in the interlocutor frame: Good morning / afternoon / evening. I’m … and
this is my colleague … . He/She’ll just listen to us.
3. How should the seating be arranged?

• As in the ISEs, excerpt shown here:

 Speaking Training Quiz

4.To what extent should the interlocutor follow the frames provided
in the materials?

5. What are the analytical criteria used in assessing candidates?

•
•
•

6. Who leads/controls the interaction in Part 3 of the test?

 Speaking Training Quiz
4.To what extent should the interlocutor follow the frames provided in the materials?
In order to deliver the test equally to all candidates, the interlocutor must adhere
strictly to the interlocutor frame and instructions, making sure the candidates are
addressed as indicated (Candidate A/B) but using the candidates’ names correctly
at the required points in the test. Research has shown that the use of unscripted
comments and asides creates an unfair test and can, therefore, have a negative
impact on a candidate’s performance.

5. What are the analytical criteria used in assessing candidates?

• Grammar
• Vocabulary
• Communicative Competence

6. Who leads/controls the interaction in Part 3 of the test?

Although the task is set up by the interlocutor, the main interaction is lead/controlled
by the candidates themselves. This is the semi-controlled part of the test, allowing
for some genuine peer-peer interaction.
 Speaking Training Quiz
7. What kind of timepiece should you use?

8. When do you start timing the test?

9. Why should you keep to timing for each section?

 Speaking Training Quiz
7. What kind of timepiece should you use?
SEs should use a reliable clock or watch which shows seconds, and
which doesn’t have a loud tick. Clocks/watches must not be set to emit
noises to signal the timings of the different parts of the test

8. When do you start timing the test?

The timing of the test begins when the interlocutor greets the
candidates, this should also be noted discretely.

9. Why should you keep to timing for each section?

It is important, for reasons of test reliability and fairness to candidates,
that all tests are of the same length and that the time spent on the
individual parts of the test does not vary from that indicated.
 Speaking Training Quiz

10. Can you repeat the same materials?

11. When should you change roles (interlocutor to assessor)?

12. What information does the interlocutor complete on the mark

sheet?
 Speaking Training Quiz
10. Can you repeat the same materials?
There will be a selection of tasks to choose and these will be in sets that should
not be separated. You should use the sets randomly and vary the sets in order to
provide test security.

11. When should you change roles (interlocutor to assessor)?

Roles are fixed.
The assessor is the teacher from a nearby school/centre appointed by the
Assessment and Examination Sector in the State Education Department (SPP,
JPN) while interlocutors are teachers who teach in the candidate’s school/centre.
The Principal or School Administrator is responsible in appointing the
interlocutor(s) and arranging the interlocutors’ schedules throughout the Speaking
exam period. The role of interlocutor will be assigned by the head teacher within
each school/centre.

12. What information does the interlocutor complete on the mark sheet?
The interlocutor uses the Overall Spoken Performance scale and refers to
it after the end of the test (as well as while the candidates are involved in
the collaborative tasks and possibly during the long turns) and they record
these marks on their mark sheet.
 Speaking Training Quiz
13. How can you react to candidates who need support in understanding
or speaking?

14. How can you interrupt a candidate or candidates discreetly when

necessary?

15. Why mustn’t you discuss marks with your co-examiner?

 Speaking Training Quiz
13. How can you react to candidates who need support in understanding or
speaking?
Redirection/support may take the form of:
•repetition of all or part of the rubric
•pointing to a task in the Candidate booklet
•use of a scripted back-up question/prompt.
You can use gesture and/or repetition and any back-up questions, but you
must never deviate from the frame.
14. How can you interrupt a candidate or candidates discreetly when
necessary?
Use the “hovering hand” and a firm “Thank you” to interrupt discreetly and
retrieve the task quickly.
15. Why mustn’t you discuss marks with your co-examiner?
Because the Analytical Scale and the Overall Spoken Performance Scale
refer to different areas on spoken language and the two examiners have
very different viewpoints of the candidates’ performance.
 Speaking Training Quiz
16. Should you make notes to aid assessment?

17. Does it matter that the Part 1 questions don’t change?

18. How many questions should you ask in Phase 2 of Part 1?

 Speaking Training Quiz
16. Should you make notes to aid assessment?
No: making notes means there are parts of candidate performance
that you will miss.

17. Does it matter that the Part 1 questions don’t change?

No, because the main function is to put candidates at ease.

18. How many questions should you ask in Phase 2 of Part 1?

You should ask one or more questions from the list, depending on
the time available (Part 1 is between 3 and 4 minutes). Try to ask
different questions to each candidate if possible, using the back-up
prompts as needed, and encouraging them to extend their answers
if necessary with a hand gesture or nod.
 Speaking Training Quiz

19. Do you have to record every test you do?

20. If you have a question about a mark and you need advice,
what should you do?
 Speaking Training Quiz

19. Do you have to record every test you do?

No: MES or your senior hierarchy member will inform you if and
when a sample of your marking is required.

20. If you have a question about a mark and you need advice,
what should you do?
Always refer queries to the person directly above you in the
hierarchy. If need be, they will escalate it higher but it is
essential you do refer queries as a way to ensure standardised
practices in assessment.
 Speaking Examiner roles
The Interlocutor:
• conducts the test by giving instructions and asking the candidates
questions, using the prompts provided to scaffold the test takers’
responses appropriately.
• handles the test materials and ensures each candidate has an equal
opportunity to speak by keeping strictly to the wording of the interlocutor
frame and also the timing for each part of the test.
• awards the candidates a Global Achievement score, using the Overall
Spoken Production scale.
The Assessor:
• takes no part in the exchanges, but observes the test, ensuring he/she
can see and hear the candidates clearly.
• awards the candidates scores according to the Analytical Assessment
Scales.
• completes the answer sheets accurately and fully.
 Interlocutor frame
When using the interlocutor frame:
• speak naturally while keeping to the script
• use candidates’names as appropriate
• stress key words and use intonation to make meaning
clear
• don’t rephrase in any way, if asked to repeat instructions
or explain lexis
• don’t make any unscripted comments
• don’t deviate from the script in any way
• don’t assume a dominant role in the interaction.
Handling materials

Security

Efficiency Familiarity
Interlocutor behaviour
 Interlocutor behaviour
• Interlocutor involvement
• Interlocutor intervention
• Interlocutor body language
• Interlocutor manner
 Activity: Managing exam
resources
1. When should you organise the test materials needed for
your exam session?
2. What else should you have with on the exam day
besides the current materials and ISE booklet?
3. How should you arrange the test room?
4. What should you have on the table in the exam room
when acting as Assessor?
5. What should you have on the table in the exam room
when acting as Interlocutor? How should you arrange the
materials on the table? Where should you place the
assessment scales? Why?
Refer to booklet of ‘Instructions
for Speaking Examiners’ pages
6 & 7 to get guidelines on
answering Questions 1 – 5 in
the previous slide.
 Peer Practice
• Trainees, in groups of three or four, take it in turns to act as the
interlocutor and practise reading the rubrics aloud and handling the
materials. The interlocutor should pay attention to:
• Stressing key words
• Using intonation to convey meaning
• Keeping their speed of delivery to the expected level
• Not deviating from the frame
• Maintaining a degree of eye contact where relevant
• Handling the materials efficiently.
• Two trainees should act as candidates and can act out their roles, as
appropriate.
• One trainee should watch the test and make notes using handout 4:
SPM Observing Practice Tests in order to give feedback to his/her
colleagues afterwards.
 Observing Practice Tests
Activity
Look at Handout S4 (SPM Observing Practice
Tests) on the following slide.

Watch a practice test (with peers or with volunteer

candidates) and make notes for feedback.

(For Trainers): Make a note of any questions you

have on this activity or anything you want more
information about for the Q and A session.
 Observing Practice Tests
While watching the practice tests with peers or volunteer candidates,
make notes on the following points and then give feedback to your
colleagues on the points you noted:
1. Timing.
2. Eye contact.
3. Delivery (stress and intonation) of the interlocutor frame.
4. Accuracy of the interlocutor frame.
5. Seating arrangements.
6. Position of the assessor.
7. Handling of the materials.
8. Interaction patterns.
 Procedure: round up
SPM Speaking Examiners should:
• maintain the security and confidentiality of the Speaking test.
• be familiar with all relevant sections of the Instructions to Speaking
Examiners booklet.
• be familiar with the test procedure.
• be familiar with the test materials and use them as instructed.
• switch off mobile phones.
• minimise security risks by varying the test materials, using the full range
of tasks, and not always starting a session with materials which appear
at the front of the pack.
• ensure that no test materials are taken out of their personal charge.
• maintain the confidentiality of the examination throughout the examining
period and thereafter.
• create a non-intimidating atmosphere so as to encourage candidates to
perform to the best of their ability.
• ensure that all candidates are treated fairly.
 Q and A session 1
This is the end of Day 1 Training.
Please be ready to participate in the live Q
and A session where you’ll be able to ask
any questions or discuss any concerns you
have.
 Module 4

SPM Speaking test assessment

Key points to focus on during
Speaking Examiner training

Note for this Module you will need a copy

of the Instructions to Speaking Examiners
 Module 4 SPM Speaking test
assessment
This module will take you through the following aspects to focus on with
Speaking examiners:
• The Analytical assessment criteria

• The Overall Spoken Performance assessment criteria

• Assessing samples for standardisation:

• Setting the standard (2 videos)

• Applying the standard (2 videos)

• Marks Collection (2 videos to be done online)

 SPM Assessment Scales
The three analytical criteria are:
• Grammar
• Vocabulary
• Communicative Competence

The interlocutor uses the Overall Spoken

Performance scale

The level of the test is primarily targeting CEFR B1

to B2 with the highest results reported at C1
 Focus on the Analytical and
Global Scales
Activity
Look at Handout S5 (SPM Speaking Scales
Sorting Activity) on the following slides.

For each descriptor, decide which is the Band 6

(C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor.

(For Trainers): Make a note of any questions you

have or anything you want more information about
for the Q and A session.
 Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 1

Can understand Can understand Can understand Can understand
questions and questions and questions and questions and
instructions directed at instructions directed instructions instructions
him/her though will at him/her with directed at directed at
sometimes have to ask ease. him/her with him/her slowly,
for repetition of particular ease. directly and
Can produce
words and phrases. repeatedly.
extended relevant Requires very
Requires some stretches of little prompting Requires
prompting and support. language with very and support. prompting and
little prompting or support.
support.
 Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 1

Can understand Can understand Can understand Can understand
questions and questions and questions and questions and
instructions directed at instructions directed instructions instructions
him/her though will at him/her with directed at directed at
sometimes have to ask ease. him/her with him/her slowly,
for repetition of ease. directly and
Can produce
particular words and repeatedly.
extended relevant Requires very
phrases.
stretches of little prompting Requires
Requires some language with very and support. prompting and
prompting and support. little prompting or support.
support.

Band 3 Band 6 Band 5 Band 1

Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 2

Can give basic Can maintain and Can maintain and Can maintain the
information on develop the interaction develop the interaction by asking
familiar topics by asking and interaction, and responding to
using short responding to compensating for questions and
phrases. questions and gaps in their own suggestions on
suggestions on vocabulary or familiar matters in a
familiar matters using grammar knowledge, simple and direct way.
longer responses including on abstract
despite hesitation and complex topics.
while searching for
patterns and
expressions.
Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 2

Can give basic Can maintain and Can maintain and Can maintain the
information on develop the develop the interaction by asking
familiar topics interaction by asking interaction, and responding to
using short and responding to compensating for questions and
phrases. questions and gaps in their own suggestions on
suggestions on vocabulary or familiar matters in a
familiar matters using grammar knowledge, simple and direct
longer responses including on abstract way.
despite hesitation and complex topics.
while searching for
patterns and
expressions.
Band 1 Band 5 Band 6 Band 3
Analytical criteria for Speaking
Band 1 descriptors – A2 level

Communicative
Score Grammar Vocabulary
Competence
Can make him/herself
Can communicate
Can use sufficient understood but may
what he/she is
trying to say. vocabulary to talk about have pauses and false
everyday situations and starts.
Can show familiar topics. Can initiate, maintain
sufficient control of
1 simple grammatical Can mostly convey
and close a
meaning but may use conversation with some
structures.
inappropriate difficulty.
Can use vocabulary or some Can ask for
connectors to link repetition.
clarification when
simple sentences.
necessary.
Analytical criteria for Speaking
Band 3 descriptors – B1 level
Communicative
Score Grammar Vocabulary
Competence
Can communicate with Can express
reasonable accuracy. Can use a range of him/herself clearly
appropriate though there is some
Can show a good
vocabulary to talk hesitation.
degree of control of
simple, and attempt about everyday Can initiate, maintain,
some complex situations and develop and close a
3 grammatical structures. familiar topics. conversation with little
Can form longer Can convey relevant difficulty.
sentences and link meaning but may Can ask for clarification
them together using have errors in and further details in
basic cohesive vocabulary choice. order to move a
devices. discussion forward.
Analytical criteria for Speaking
Band 5 descriptors – B2 level
Communicative
Score Grammar Vocabulary
Competence
Can communicate
with a good degree
Can use a wide range Can express him/herself
of accuracy.
of appropriate with little hesitation.
Can show a good vocabulary to give and
Can initiate, maintain,
degree of control of exchange views on a
develop and close a
a range of simple wide range of familiar
5 and some
conversation with ease.
topics.
complex Can relate
grammatical Can convey relevant contributions to his/her
structures. meaning with good partner and negotiate
vocabulary choice. towards an outcome.
Can use a range of
cohesive devices.
Analytical criteria for Speaking
Band 6 descriptors – C1 level
Communicative
Score Grammar Vocabulary
Competence
Consistently
Can use a wide range Can express
maintains a high
him/herself
degree of grammatical of appropriate
vocabulary to give and spontaneously.
accuracy.
exchange views on a Can initiate, maintain,
Has a good command wide range of
develop and close a
of a wide range of abstract, complex conversation with
6 grammatical and unfamiliar topics. ease.
structures.
Can convey specific Can relate
Can use a wide range differences in
contributions skilfully
of organisational meaning through and effectively to
patterns, cohesive appropriate choice of those of his/her
devices and vocabulary. partner.
connectors.
 Which of these terms appear in the
Overall Spoken Performance scale?
support control word order

clarification understand connectors

repetition interaction instructions

familiar topics prompting expressions

initiate a conversation pausing questions

 Which of these terms appear in the
Overall Spoken Performance scale?
support control word order

clarification understand connectors

repetition interaction instructions

familiar topics prompting expressions

initiate a conversation pausing questions

What is behind the SPM Overall
Spoken Performance scale?
• Understanding the tasks – simple or more
complex questions / instructions /
suggestions – amount of repetition needed
• Handling topics – basic information /
familiar topics / complex and abstract
• Length of utterances short phrases /
maintain / develop the interaction
• Support – requires (some / little / no)
prompting and support
 Some Global Questions?
Discuss these questions in pairs/groups:
1. Why is the Overall Spoken Performance mark
important?
2. When should the mark be decided on?
3. What is the procedure for completing the mark on
the mark sheet?
4. How does the Interlocutor decide on his/her mark?
5. What do we mean by ‘from the Interlocutor’s
perspective?’
 Some Global Answers
Discuss these questions in pairs/groups:
1. Why is the Overall Spoken Performance mark important? In order to ensure
fair assessment, both examiners assess candidate performance, with the
interlocutor giving a mark for overall spoken performance which has the
same value as each of the analytical marks awarded by the assessor.
2. When should the mark be decided on? See section ‘Marking procedure’ of
ISEs (both during and immediately after the test).
3. What is the procedure for completing the mark on the mark sheet? See
section ‘mark sheet completion’ in ISEs and Missing Marks Checklist on
Overall Spoken Performance scale pages.
4. How does the Interlocutor decide on his/her mark? By using the specific
elements of the Overall Spoken Performance scale and matching the overall
performance to the descriptors in bands 1, 3, 5 and 6.
5. What do we mean by ‘from the Interlocutor’s perspective?’ The interlocutor is
much closer to the interaction than the assessor and so has a different
perspective of the overall impression of the way the candidates interact and
deal with the tasks in each part of the test.
 Setting the standard 1
Watch and assess Speaking test sample:
Video 1 (Helmi & Ain)
Marks awarded:
Grammar Vocabulary Communicative
competence
Helmi 3 4 3
Ain 5 5 5
 Setting the standard 2
Watch and assess Speaking test sample:
Video 2 (Farid & Farhan)
Marks awarded:
Grammar Vocabulary Communicative
competence
Farid 1 2 1
Farhan 2 3 2
 Applying the standard 1
Watch and assess Speaking test sample:
Video 3 (Anas and Tanisha)

Examiners can then compare marks and

discuss.

Grammar Vocabulary Communicative Overall

competence Spoken
Performance
Anas

Tanisha
 Applying the standard 1
Watch and assess Speaking test sample:
Video 3 (Anas and Tanisha)
Marks awarded:
Grammar Vocabulary Communicative Overall
competence Spoken
Performance
Anas 4 4 5 5

Tanisha 5 5 5 5
 Applying the standard 2
Watch and assess Speaking test sample:
Video 4 (Aminah and Alia)

Examiners can then compare marks and

discuss.

Grammar Vocabulary Communicative Overall

competence Spoken
Performance
Aminah

Alia
 Applying the standard 2
Watch and assess Speaking test sample:
Video 4 (Aminah and Alia)
Marks awarded:
Grammar Vocabulary Communicative Overall
competence Spoken
Performance
Aminah 5 6 5 6

Alia 5 6 6 6
 Round-up
• After this training, there will be ‘marks collection’
to further monitor the impact of the training and
ensure consistency of marking. This activity
needs to be done in isolation, with no conferring
with fellow examiners.
• This activity will be carried out using Google
Forms. Further instructions will be sent to you
separately.
• Trainee feedback survey
 Q and A session 2
This is the end of the Speaking Training.
Please be ready to participate in the live Q
and A session where you’ll be able to ask
any further questions or discuss any
concerns you have.
Thank
you!