Empower 2nd Edition

A1 Speaking Competency Test Instructions

Instructions for Empower Second Edition Speaking Competency Tests

Overview
The Empower Competency Tests are designed to be taken at two points: on completion of Unit 6 and on completion
of the coursebook. There are tests of Reading, Writing, Speaking, and Listening. While most Competency Tests are
taken online, the Speaking Competency Test is given by the class teacher, and is designed to be taken by students
in single candidate format.

Key points on how to conduct the test

Scripted test
The speaking tests involve scripted examiner prompts, which means teachers should follow the instructions and
prompts given. Teachers need to appreciate the importance of the following points when examining:
• speaking naturally while keeping to the script
• using learners’ names
• stressing key words and using intonation to make meaning clear
• not rephrasing if asked to repeat instructions or explain lexis
• not making unscripted comments
• not deviating from the script
• not assuming a dominant role in the interaction.

These points are important in ensuring fairness and equality of opportunity.

Handling materials
Teachers should prepare and familiarise themselves with the test materials before examining.
Teachers also need to handle the materials in an organised and efficient way.

Timing
Accurate timing is important.
For a single candidate, the test should last 2 – 3 minutes.

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Teacher involvement/intervention
If learners are slow to respond or reluctant to take part, the teacher can redirect the student in the following
ways:
• repeating part (or all) of the task instructions
• using back-up prompts where these are given
• using gesture to indicate that the learner should start talking.
Teachers should be aware that other forms of intervention when examining can cause the candidate to become
confused and/or to lose concentration or confidence.

Body language
Teachers’ eye contact and gesture are important. They can suggest:
• interest in what the candidate is saying
• that the candidate has said enough
• that the candidate has not said enough.

Manner
It is important for teachers to project a manner to learners which is friendly and encouraging at the same time as
being professional.

Test format
Timing: 2 – 3 minutes for a single learner
Task type and format: The teacher asks the student questions in order to elicit personal information (spoken
questions).
Focus:
• language normally associated with meeting people for the first time
• giving factual personal information.

Administration and scoring of Speaking Test

Although the Speaking test is led by the teacher, the teacher will need to assign the test to their students in
Cambridge One before they administer it. Students should record and submit the test in Cambridge One (or simply
read out and record the test name if teachers and students prefer not to record the test itself). It is important that
at least the test name is recorded and submitted as the submission of the audio allows the teacher to award a
percentage mark via Cambridge One. An additional benefit of capturing the audio is that teachers can focus on
listening to the student during the test itself and then listen to the recording afterwards and award a mark using the
rating scales below.

Tests should be assessed and marked using the A1 rating scales of 1-5.

Once a score of 1-5 has been awarded using the rating scales and criteria provided in this document this should be
converted into a percentage score as shown in the table below. After students submit a recording, teachers can
access the marking button inside their class, by clicking ‘Marking’ on the top left area of the screen and can then
enter the percentage score after they have marked the test.

Rating Scale Percentage Estimated level

1 10% Progressing towards A1
2 30% Close to A1
3 50% A1 Level
4 70% Good performance
5 90% Strong performance

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Assessment Training
Teachers should watch the two videos: A1 Speaking Test Video – Setting the Standard Student A and Student B
in order to observe examples of students of the appropriate level, and the two videos: A1 Speaking Test Video –
Applying the Standard Student A and Student B to practise assessing students at that level.

Setting the Standard (A1 Speaking Test Video – Setting the Standard: Student A - Alvaro and Student B -
Carlos)
Teachers should consider the awarded scores before the tests are viewed; the aim is to ‘set the standard’ for the
test.
Teachers should look through the A1 Rating Scales below, with a view to identifying features of performance that
relate to the scores awarded.
Alvaro was awarded a score of 5.0.
Carlos was awarded a score of 4.0.

After the tests, teachers should read the A1 Setting the Standard Commentary below.

Applying the Standard (A1 Speaking Test Video – Applying the Standard: Student A - Carlos Estades
(‘Charlie’) and Student B - Macarena)
Teachers now use the Rating Scales to assess two students.
They should have the Rating Scales below to hand while watching the two tests, and should award a score for
Carlos Estades and for Macarena at the end of each test.

They should then read the A1 Applying the Standard Commentary below and check the scores awarded to the
students by Cambridge English.

Speaking Competency Test – A1 Rating Scales

1.0 Has difficulty in conveying any meaning.

Responses are minimal, consisting of one word or a short sequence of not fully
coherent words. Hesitations cause strain.

2.0 Some features of 3.0 and some features of 1.0 in approximately equal measure.

3.0 Has difficulty conveying basic meaning, even in very familiar situations.
Responses are limited to short phrases or isolated words with frequent hesitation
and pauses.

4.0 Some features of 3.0 and some features of 5.0 in approximately equal measure.

5.0 Conveys basic meaning in very familiar everyday situations.

Produces utterances which tend to be very short – words or phrases – with frequent
hesitation and pauses.

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A1 Setting the Standard Commentary

Student A: Alvaro - 5

Alvaro gives a strong performance. He conveys basic meaning throughout the test giving relevant answers to
all the questions. He possesses the ability to ask for repetition by saying ‘Sorry can you repeat?’ when he has
a little difficulty following a question. His utterances, though brief, are sometimes more than short phrases
or isolated words – for example, ‘I go to the park with my friends and to my sister.’

Student B: Carlos - 4

Carlos generally conveys basic meaning. He does, however, have difficulty with certain questions and the
interlocutor needs to use the back-up questions on three occasions. His utterances, though brief, are not
simply limited to short phrases or isolated words. For example, ‘We go to Murcia ... uh … uh … we go to the
beach and swimming.’ Nevertheless, as with the example, there are a few noticeable pauses and hesitations.

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A1 Applying the Standard Commentary

Student A: Carlos Estades - 5

Carlos Estades gives a very strong performance at this level. He consistently conveys basic meaning in
everyday situations. His utterances usually consist of complete sentences. Furthermore, he can link
ideas. For example when asked about his holiday he says, ‘It was to Amsterdam and I stayed there for
five days.’ He always responds promptly and rarely hesitates or pauses.

Student B: Macarena - 4

Macarena’s performance is somewhat varied. In parts of the test she conveys basic meaning in familiar
situations, producing brief sentences rather than short phrases or isolated words. For example, when
talking about her holiday she says, ‘I went to my house in the mountain.’ In contrast, there are other
parts where she has difficulty and needs back-up questions on three occasions after noticeable pauses in
order to produce responses.