Trabalho de Avaliação de Inglês como Língua Estrangeira sobre como avaliar a fala com o título LANGUAGE ASSESSING SPEAKING

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LANGUAGE ASSESSING SPEAKING
UNIVERSIDADE DO VALE DO RIO DOS SINOS
ASSESSING SPEAKING
“Because most speaking is the product of creative construction of linguistic strings, the speaker makes choices of lexicon, structure, and discourse.” (BROWN ,2004)
The author draws up a list of speaking skills to serve as a taxonomy of skills which can be used as objectives of an assessment task: 
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The author draws up a list of speaking skills to serve as a taxonomy of skills which can be used as objectives of an assessment task: 
The author draws up a list of speaking skills to serve as a taxonomy of skills which can be used as objectives of an assessment task: 
SUMMARISING: 
The microskills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units;
The macroskills involve larger elements: fluency discourse, function, style, cohesion, nonverbal communication, and strategy options;
Three important issues to consider as we set out to design tasks:
No speaking task is capable of isolating the single skill of oral production (comprehension and reading are usually necessary); 
Eliciting the specific criterion you have designed for a task can be tricky because, beyond the word level, spoken language offers a number of productive options to task-takers. 
Specify carefully scoring procedures for a response so that ultimately you achieve as high a reliability index as possible.
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IMITATIVE SPEAKING
In a simple repetition task, test-takers repeat the stimulus, whether it is a pair of words, a sentence, or perhaps a question (to test intonation production). 
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	 Note: The longer the text, the more possibility for assessing incorrectly. 
 So, it is important to have clear in mind the assessing criterion.
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INTENSIVE SPEAKING 
At the intensive level, test-takers are prompted to produce short stretches of discourse which they demonstrate linguistic ability at a specified level of language.
Let’s take a look at some intensive speaking tasks: 
Directed Response tasks
The test administrator elicits a particular form or a transformation of a sentence. 
 
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Read-Aloud Tasks:
Reading aloud shows certain practical advantages (predictable output, practically, reliability in scoring), it also requires the ability to communicate in a face-to-face context.
How to use it? 
Sentence/Dialogue Completion Tasks and Questionnaires 
The test-takers are first given time to read through the dialogue to get its gist and to think about appropriate lines to fill in. Then as the tape, teacher, or test administrator produces one part orally, the test-taker responds.
Picture-cued Tasks
Picture-cued tasks require a description form the test-taker. Pictures may be very simple, designed to elicit a word or a phrase; somewhat more elaborate and “busy”; or composed of a series that tells a story or incident.
Picture-cued Tasks
How to assess it?
The Author suggests that tasks that asked just for one-word or simple-sentence responses can be evaluated as “correct” or “incorrect”, while complex answers can be evaluated by using the char below:
Answers about opinions about something demand a careful assessment. The teacher or test administrator could divide the evaluation into categories: 
Grammar;
Vocabulary;
Comprehension;
Fluency;
Pronunciation.
Each category may be scored separately, with an additional composite score that attempts to synthesize overall performance. One suggestion is using an audiotaped recording for multiple listening.
 
References:
(BROWN ,2004)