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.
 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.
A sample SPM Speaking test
Focus on Procedure
Video 1: Helmi and Ain
 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: ES 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 Performance 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

Familiarit
Efficiency
y
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?
 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.