Chapter # 6


Assessing Speaking

Reaction paper by; Licda: Sylvia Johnson S.


Choose tasks that generate positive washback for the teaching and learning.



Select speaking assessment tasks that have a positive effect on the teaching and learning process. These tasks should be as authentic as possible.

Allow time for a warm-up.

A warm-up will probably improve results. Speaking tests can be traumatic for second language learners. Use a warm-up activity to put students at ease.

Keep skill contamination in mind.

Don’t give students lengthy written instructions that must be read and understood before speaking.

Try to personalize the tests by using the students’ names.

Address students by their name to personalize the test. If you make personal comments, do not monopolize the exam by talking too much.

Never mark the test in front of the students.

It is distracting for students to see teachers marking in front of them. The best solution is to have two teachers administer the oral assessment, one functioning as interlocutor and the other as assessor in the background. If you administer a speaking test alone, wait until students have left the room before you record their marks. If you must take notes during the exam, make sure you tell students before-hand that you’ll be doing this.