Rationale for Proposed Change to E-exam Speaking Assessment
We believe that
• best second language classroom practices have a strong oral strand,
• appropriate teaching and practice activities lead to greater oral proficiency,
• spontaneous interaction is the most common way of communicating orally in real life
Many BC second language teachers have found that the suggested procedures
and rubrics found in the on-line Ministry document Assessing
Speaking Skills in Core French have helped them attain doable and
impressive results.
This methodology of assessing speaking skills has also been very effectively
used in other exam situations for second languages (e.g., the Lower Mainland
Language Challenge exams). In fact this process was initially created for summative
oral assessment in a provincial exam situation.
Teachers who became aware of it found it so easy to use and so effective in
doing oral work that they implemented it in their classrooms even though no
oral component
was on the provincial exam. The process is entirely interactive (student with
student); it develops spontaneous communication skills that emulate more natural
and authentic speaking situations.
The BCATML would therefore like to propose an assessment of speaking for the
provincial oral component that resembles the process used in the Assessing
Speaking Skills documents.
This format is based on certain assumptions about a communicative-interactive
curriculum:
• interactive oral language competence can be developed through teaching and practice during the course of the year;
• thematically-based interactions take place in class rather than in separate interviews outside the class;
• students can direct the interaction and can be personally engaged;
• preparation includes how to “run a conversation”, e.g., using linking words, reflecting on what others have said, learning how to agree, argue or persuade;
• evaluation takes place according to criteria-based rubrics with performance standards that students, teachers, parents can understand.
It is important to note that the Assessing Speaking Skills in Core French methodology underwent wide-spread piloting all across the province and had assessment experts involved in creating the rubrics (from Grade 8 to 12). Teachers endorsed it because it was an open and accountable process that was not immediately connected with high-stakes testing. Forums for feedback were conducted and input was acknowledged and implemented. Based on that open reaction and response, the process underwent many modifications and refinements. Not only did it change practice because teachers could experiment with it and experience the efficacy, but a new excitement and positive energy came into communicative teaching. In addition, drafts were also written for languages other than French because it is replicable in every language program (taking into consideration length of instructional time and language difficulty levels).
We are looking at this method because it
• encourages spontaneous oral competence,
• inspires oral confidence in the students,
• generates a high degree of real success,
• is appropriate for any level and theme,
• scaffolds oral teaching well,
• simulates real-life situations,
• encourages higher-level thinking skills according to Bloom’s Taxonomy,
• has leveled rubrics that are easily internalized;
• is easily implemented (highly supportive of IRP communication learning outcomes),
• is efficient – can be done in classroom time, marking on the spot,
• reflects and supports classroom reality,
• requires no equipment (except in a summative provincial exam situation where a digital video camera would be used along with a person to run the camera so the teacher can concentrate on marking).
NO extra school tech support.
Little room for technological glitches.
Students can be well prepared during class time.
Teachers can mark on the spot if they wish and/or videos (or at sample subset) can be sent to the Ministry for marking.YOUR INPUT IS NEEDED -- PLEASE TAKE A MINUTE OR SO TO RESPOND TO OUR ANONYMOUS SURVEY