Overview/Setting
The following assessment is a speaking/listening component for a classroom of upper-level ESL learners in the high school setting.
It is the end of the year, and students are finishing a unit on the usage of English in formal and informal "real life" situations. (Hopefully, this would be a component of any ESL unit). Students have had practice negotiating solutions to everyday problems in groups and in pairs, concentrating on negotiation strategies, listening strategies, and clear, concise relation of thoughts/ideas.
As one test of speaking and listening ability, students will carry on a paired learner-to-learner conversation wherein they negotiate plans for an end-of-the-year party for the students in their ESL class. Students will be allowed to select their own partners, and will be given an opportunity to preview the scenario for a short period before engaging in the conversation prompt. The teacher will observe the conversation, paying attention to specific elements of the students’ speaking and listening abilities. (See attached assessment tools).
Rationale
The assessment, by attempting to create a "real life" situation of interest to the students, attempts to steer from listening and speaking assessments that create an inauthentic testing environment. Given, students in this scenario are asked to engage in casual conversation in front of a teacher, and this is in a sense inauthentic, but the assessment does not ask for students to create a patterned response based on rote memorization.
In everyday conversation, effective language users speak in a tone and style that is appropriate to the given situation, use appropriate grammar and vocabulary, and flow with the twists and turns inherent in natural conversation. This assessment asks students to negotiate and arrive at conclusions that are mutually agreeable, a situation with which we are often faced. Students are given a short period of time to prepare for the assessment because in situations where we know we will be involved in negotiating, we prepare for the conversation before encountering the other party/parties involved.
Regardless of the speaking abilities being assessed, allowing time for a genuine warm-up exercise will probably enhance results. For language learners who have not achieved speaking fluency, a test of speaking may be traumatic and problematic if respondents feel out of contact with the language, at least at the outset. (Cohen, 277)
Because the situation is informal in nature, students will be less apt to have the conversation controlled by a native language tester.
The listening aspect of the assessment has to do with the nature of the interaction, which is considered informal. Students may be more apt to use colloquial English in an informal situation, especially when paired with another second-language learner rather than an adult or the teacher. For the other student, this may cause occasion to inquire about meaning or clarification. For this reason, part of the listening assessment will observe how well students interpret and react to comments by the other party. Part of the activity asks students to come to consensus, and this requires active listening for both parties.
Targeted Learning Objectives (from WA ELRs):
Speaking/Listening Assessment Notes
This assessment is meant to be administered near the end of the term so that the "feel" associated with arranging a party can seep into the students, hopefully enhancing their performance and decreasing test anxiety. A specific testing area needs to be set up in the classroom apart from the rest of the class. The class will be working on a writing assessment, also on the theme of planning a party. The pre-chosen pairs of students will be called one at a time to the testing area, where they will be presented with the conversation prompt. After reviewing the prompt and taking three minutes to prepare for their conversation, the pair will engage in the conversation. During the conversation, the tester will spontaneously assess student performance on behaviors that "jump out." For those items not directly observed during the conversation, the tester should mentally review student performance immediately after the students have finished. When rating for one pair of students has concluded, the next pair of students are called. The testing may continue for more than one day, depending on class size and student performance.
The listening component is designed to address the following learning targets:
1. Student will learn to give evidence of focusing attention (such as nodding, maintaining eye contact, taking notes, asking relevant questions)
2. Student will learn to listen and observe to gain and interpret information
Effective communicators use specific strategies for listening in order to attain a clear understanding of the other party’s message, and many of these strategies include physical acknowledgement of the other party’s speech (1). In order for truly successful communication to occur, messages must be correctly interpreted by the party receiving input, as proper response depends on successful interpretation. Effective communicators use listening and observations skills to interpret messages and respond appropriately to verbal and non-verbal prompts (2).
The speaking component is designed to address the following learning targets:
3. Student will learn to communicate clearly to a range of audiences for different purposes
4. Student will learn to use language to interact effectively and responsibly with others
5. Student will learn to seek agreement and solutions through discussion
Within the context of the ESL class, students have recently been concentrating on communicating with others in a negotiation atmosphere. People encounter negotiation routinely, as when deciding what movie to see or where to dine out; therefore, effective communicators learn to function appropriately and successfully within a variety of negotiation atmospheres (5). Within any situation of negotiation, making one’s position clear is of utmost importance in order to maintain unclouded lines of communication (3). Effective communicators also take into consideration their audience, as "appropriate" communication may range from informal, as when with a friend, to formal, as when with an employer. They ask themselves, "With whom am I communicating?" thereby arriving at strategies for responsible interaction that fit with the setting and audience (4).
Planning for a Party
This activity requires you and your partner to carry on a conversation for at least one minute, but no longer than ten minutes. You will have three minutes to prepare for your conversation.
Read the following directions thoroughly before beginning your preparation:
You and your partner have decided to plan an end-of-the-year party for the ESL class to celebrate everyone’s accomplishments. The two of you have decided to meet after school and quickly work out some details about the party, including:
When you begin your conversation, FIRST work out the details above and any others you think are important. THEN decide who will be responsible for doing what. For example, one of you might be in charge of music, and the other might be in charge of organizing food, etc.
When speaking with one another, the instructor will be watching and listening for the following:
Remember to relax! When both of you are ready, you may begin your preparation.
"Planning a Party" Partner Activity Rubric, Speaking
Communication of thoughts/ideas
| Above standard: Student verbalizes thoughts/ideas clearly and succinctly with no or few lapses in clarity; no or little need for self-explanation |
On standard: Student verbalizes thoughts/ideas clearly with few or some lapses in clarity; some self-explanation required |
Work in progress: Student verbalizes thoughts/ideas, yet many ambiguities exist due to lack of clarity; must repeatedly provide self-explanation |
Unacceptable: Student unable to verbalize thoughts OR thoughts/ideas unintelligible |
Conversation flow
| Above standard: Student’s input moves the conversation to attainment of assigned tasks when attainment appears far from reach |
On standard: Student’s input helps flow of the conversation, contributing to attainment of assigned tasks |
Work in progress: Student’s input mostly directed toward attainment of assigned tasks; may get "lost" or "sidetracked" at times |
Unacceptable: Student’s input is non-relevant to attainment of goals OR student unable to pursue assigned tasks with verbal communication |
Conversation as negotiation
| Above standard: Student uses language that is informal yet equitable; recognizes or acknowledges domination of conversation, makes appropriate modification |
On standard: Student uses language that is informal yet equitable; does not dominate and is not dominated in conversation |
Work in progress: Student for the most part uses language that is informal yet equitable; participates at some level; does not notice issues of conversation domination |
Unacceptable: Student uses inappropriate or inequitable language; totally dominates or is totally dominated through significant part of conversation |
Conclusion
| Above standard: Student contributes to bringing the conversation to a natural close; provides obvious opportunity for other party to participate |
On standard: Student contributes to bringing the conversation to a natural close; responds to/creates prompts appropriate for closure |
Work in progress: Student relies heavily on prompts of other party to participate in closure; closure is stilted or awkward |
Unacceptable: Student does not recognize or use language appropriate for closure; relies entirely on other party to bring closure |
"Planning a Party" Partner Activity, Listening
Next to each observed behavior, place the appropriate mark corresponding to the student’s demonstration of that behavior.
+ = observed; student displays ability similar to L1 learner
Ö = observed
¾ = not observed
Focuses attention
___ Gives evidence of paying attention (ex: nodding, maintaining eye contact, taking notes, asking relevant questions) *** REQUIRED ***
___ Analyzes and reflects on ideas while paying attention and listening
Listens to gain and interpret information
___ Student responds in a fashion that is appropriate and consistent with verbal input (ex: successfully interprets questions, responds appropriately to verbal prompts) *** REQUIRED ***
___ Interprets and draws inferences from verbal communication
Checks for understanding by asking questions and paraphrasing
___ Asks questions to clarify content and meaning
___ Paraphrases to expand and refine understanding