Assessing Speaking

BASIC TYPE OF SPEAKING

There are 5 basic types for Speaking :

1. Immitative : It is done by children especially at kindegarten and elementary student because the
students just try to copy a word or an sentence.
2. Intensive : is the production of short stretches of oral language designed to demonstrate
competence in narrow band of grammatical, phasal, lexical, or phonological.
3. Responsive : Responsive assesments task include interaction and test.
4. Interactive : The difference between responsive and interactive speaking is the lenght and
complexity of the interaction.
5. Extensive (monologue) : include speeches, oral presentation, and story- telling, during which the
opportunity for oral interaction from listeners.

MICRO AND MACRO SKILLS OF SPEAKING

The microskills refer to producing the smaller chuncks of language such as phonemes, morphemes,
words collocations, and phrasal units. Macroskills refer to the speakers focus on the larger elements :
fluency, discourse, function, style cohesion, nonverbal communication, and strategic options. They include
the appropriate accomplishment of communicative functions, use of appropriate styles, registers,
conversation, etc.

DESIGNING ASSESSMENT TASK OF SPEAKING

1. Disigning Assessment Task of Imitative Speaking

There are some activities that can teachers use in assessing students speaking for imitative;
a. Word repetition task
b. Phone pass Test
2. Designing Assessment Task of Intensive Speaking
a. Direct Response Task is the adminisrator elicits a particular grammatical form or a
transformation of sentence.
b. Read-Aloud Tasks is the technique is easily administered by selecting passage that
incorporate test specs and by recording test-takers output.
 c. Sentence / Dialouge Completion Task and Oral Questionnaires is another technique for
targeting intensive aspects of language requires test-takers to read dialogue.
d. Picture-Cued Task is a picture-cued stimulus that requires a descripsion from the test-takers.
e. Translation is a meaningful communicative device in context whre the English user is called
on to be interpreter.
3. Designing Assessment Task of Responsive Speaking
a. Question and Answer that question and answer task can consist of one or two question from
interview
b. Giving instruction and direction this type of assessment entails a student asking the teacher
questions.
c. Paraphrasing this type of assessment requires students to listen to a 4 to 6 sentence paragraph.
4. Designing Assessment Task of Interactive Speaking
a. Interview : interviews can vary in length from perhaps five to forty-five minutes, depinding
on their purpose and context.
b. Role Play : role play can be controlled or guided by interviewer.
c. Discussion and Conversation : that discussion and coversation with and among students are
diffucult to specify and even more difficult to score.
5. Designing Assessment Task of Extensive Speaking
a. Oral Presentations
Oral presentation would not be uncommon to be calles on to present a report, a paper, a
marketing plan, a sales idea, a design of new product, or method in academic a professional
arenas.
b. Picture Cued Story telling
Picture cued story telling is one of the most techniques for eliciting oral production is though
visual picture, photographs, diagrams, and charts.
c. Retelling Story
This is type of task in which test-takers hear or read a story or news event that they are asked
to retell.
d. Translation
Translation of words, phrases, or short sentences was mentioned under the category of intensive
speaking.