How to Test Speaking Skills in Japan

68 Part 2: How can we mark & administer speaking tests? is not your preference, then you could easily adjust the numbers in any way you like, such as 1 to 5 or whatever Subtractive marking is also a feature on this marking sheet I find this works well to discourage unconscious use of L1 during the exams Of course, it is totally possible to use this strategy with other constructs, or go with a more positive additive one Finally, there is also a place to write the final score and leave a few comments All you have to do is write the scores for each con struct in the blank area, total it up at the bottom, jot down a few words, then hand this sheet back to the students, either right there on the spot if you can manage it, or later on after you’ve gone over the recording of their performance (more on this in a bit) The feedback students receive from this marking/feedback sheet comes largely from the descriptors themselves; they can clearly see how well they did, what their score represents, and also what they have to do in order to reach the next level During an actual test, one good idea is to hand out this sheet ahead of time, say a week before Then students can know exactly what to expect and how to prepare This is a huge boost to positive washback, and it all comes from a simple well-designed handout The benefits of recording your exams I’ve briefly mentioned the idea of recording your speaking tests, so in this section I’d like to enumerate some reasons why I think this is a very good thing to do First of all, recording your exams allows you to relax when you’re assessing your students in class You won’t need to feel pressure to be perfect because you know you can also go back and listen to the performance again This is especially helpful if you are using a test format that involves you in the interaction, such as during an interview-style exam It’s extremely hard to be consistent