How to Test Speaking Skills in Japan

58 Part 2: How can we mark & administer speaking tests? My question, however, is that when you are assessing Interac tional Strategies live, what should you look for? What about this criteria will hook your attention? For example, are you looking for specific use of certain phrases, or do you want your students to demonstrate the capability to use a wide variety of strategies? Also, to what degree is accuracy important? Will you give full credit if they make a good attempt, or do they have to pull them off perfect ly? These are all matters you need to keep in mind when choosing this or any construct * * * So, how did it go? Were you able to adapt Weir’s analytic rating scale in ways that you and your students could make use of? If you had a hard time with it, I hope you’ll realize how quite normal that is Effective speaking tests require us to pin down concepts we think we know, but when it comes down to actually defining them in measurable ways students can understand, it can get quite tricky Getting the number of levels just right will take some trial and error as well It can help to remind yourself that you don’t have to be per fect, especially when you’re just getting started Just by holding a test that requires students to speak in order to do well is a huge step in and of itself It will probably take you a while to figure out how to mark your constructs in optimal ways Just expect a bit of a learning curve and be willing to stick with it Recording your exams and keeping care ful teacher notes will help you pick this skill up more quickly Once you develop your noticing skills, the entire process will be much easier to manage