How to Test Speaking Skills in Japan

46 Part 2: How can we mark & administer speaking tests? Holistic approach: Define each level

If you intend on using a holistic marking scheme, then one big de cision will involve how many levels you’ll want to assess and what each one means Five levels is typical, and this should work in most instances Take care to find the right balance for your needs and situation Don’t add too much complexity by having too many lev els Remember, the holistic approach works best when it’s easy and efficient to use (Underhill, 1987) It may be that three levels ( high , medium , low ) are enough On the other hand, having too few levels can also lead to frustration (McNamara, 2000) Make sure there are enough to show clear progress In the end, remain flexible on this point—different kinds of tests will warrant more or less levels Being mindful of your ultimate goals will help make this decision an easier one Next, after you decide the number of levels you want to assess, a good holistic marking scheme requires you to clearly define each one in language your students understand Students will already have a general idea ( S=Excellent , A=Very good , B=Above Average , etc), but to really be effective, you need to come up with clear descriptions (often called descriptors ) of what students can do at each level These will not only guide you in your marking process, they’ll communicate to your students helpful signposts on their journey towards greater fluency As a useful starting point, let’s examine the level descriptors that Underhill (1987: 98) provides, which were constructed for general spoken English: