Assignment 3

1
Universidad Católica de la Santísima Concepción
Facultad de Educación
Departamento de Lenguas
Language Assessment
Speaking test
Poulette Gutiérrez
Nataly Muñoz
Professor: Roxanna Correa
Concepción, 2014

2
Task 1:
Get in pairs; you are going to see two pictures, each of you will have to describe
one of it, (healthy, unhealthy, “junk food,” properties, when do you eat that kind of food
“context”) give the most information that you can provide about the food.
Task 2:
With your partner, compare these two pictures in terms of similarities and
differences. Use the vocabulary studied in class (qualifying adjectives, connectors, and
adverbs)
(Provide 3 examples of similarities and 3 differences according to the pictures)
Task 3:
Which one of these two pictures do you prefer? Why? Discuss with your partner
and give a final answer to the teacher. Use the most vocabulary studied in previous
classes.

3
Speaking test
Luoma’s Specifications
1. – Test’s Purpose: At the end of the lesson students will be able to describe different
kinds of food, compare it according to its similarities and differences and discuss their
opinion in order to reach a final agreement.
2. - Description of the examinees: This test will be applied to 1st
year students of
English pedagogy at UCSC. The level of the students is intermediate since they have
had English from kindergarten to now.
3. - Test level: Intermediate level.
4. - Definition of construct: The three tasks imply communicative actions. It is a
communicative approach since students have to exchange opinions and ideas.
6. - Number of sections: This test has three sections.
7. - Time for each section: The three tasks will take a total of 20 minutes. The first and
the second task will take a total of 6 minutes in total (3 minutes each student). The last
task (number 3) will take a total of 8 minutes in total.
8. - Weighting for each section: The first task will have a score of 10 points; the second
task will have a score of 24 points and the third task will have a score of 24 points. The
Total score of the test is 58 points that will be tested individually.
9. - Target language situation: In the first task, students will have to describe the picture
with the most information that they can provide using the previous knowledge they have
(qualifying adjectives). In the second task, students will have to come up with
similarities and differences of the food, using expressions such as “On one hand…on
the other hand”; “Whereas/ While”; “At the left/At the right”; “As well as” among other
ones studied in class (conjunctions of addition and replacement and conjunctions of
comparison “and, also, in addition, not only … but also, moreover, further, besides”).
In the third task students will have to express their opinion and choose a type of food
they prefer, and then reach an agreement with their partner.
10. - Text type: Images.
11. - Text length: The first task has the same instruction for both students and two
different pictures; one for each student. The second task has two instructions and two
different pictures, one for each student. The third task has three instructions and the
same two pictures for both students.
12. - Language skills to be tested: Speaking.

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13. - Language elements to be tested: The elements that we are going to asses are
adjectives (qualifying adjectives), comparison conjunctions (“On one hand…on the
other hand”; “Whereas/ While”; “At the left/At the right”; “As well as” among other
ones studied in class), conjunctions of addition and replacement (“and, also, in addition,
not only … but also, moreover, further, besides”), structure and fluency.
14. - Test tasks: In the first task student have to describe the picture with the most
information that they can provide (e.g. healthy, unhealthy, color, texture, and any
information related to the picture). In the second task, students have to compare both
pictures giving its similarities and differences of the pictures. In the third task students
have to express their preferences for one type of food and explain their choice. Then the
students have to reach an agreement and present the final answer to the teacher.
15. - Test methods: Looking at pictures and answering according to the instructions.
16. - Rubrics: See rubrics
17. - Criteria for marking: Analytic rubric, checklist,
18. - Description of typical performance at each level: see rubrics on pages 6-7-8-9
19. - Description of what candidates at each level can do in the real world: See rubrics
on page 10-11-12-13-14-15-16
20. - Sample papers: See piloting test on page 2
21. - Sample on students’ performance on task: See piloting test on page 17
Fulcher’ Specifications
Task 1 Task 2 Task 3
Task orientation Guided Closed Guided
Interactional
relationship
Non-interactional Two ways Two ways
Goal orientation There is There is There is
Interlocutor status Balanced Balanced Balanced
Familiarity Balanced Balanced Balanced
Topic Types of food Types of food Types of food

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On one hand the first and third tasks are guided since students are presented with
specific information to complete the tasks adding extra details. On the other hand, task 2
is closed since students have to complete the task using a specific structure given.
Task 2 and task 3 have a two ways interaction since students have to answer the task
communicating with their partner. However, task 1 has a non-interactional relationship
since students do not interact and they just describe the food aloud (monologue)
Since the tasks are communicative oriented all of them have a goal orientation.
The students and the teacher know each other, therefore; their interlocutor status and
familiarity is balanced.
The topic of the three tasks is “types of food”.

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Rubrics
Task 1:
Does the student?... (2
points each)
Yes No
Use qualifing adjectives?
Describe the pictures
clearly?
Has an appropriate
pronunciation for
intermediate level?
Stick to the topic?
Use a wide vocabulary to
express ideas, such as
connectors, adverbs and
previous contents studied
in class?
Total score: ____/10 points.

7
Task 2:
Rubric 1
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too
many errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
and a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding
is impossible
Examples of
similarities
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Examples of
differences
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Total score: ____ / 20 points

8
Rubric 2 (specific information)
points each)
Yes No
Use conjunctions of
addition and replacement
“and, also, in addition, not
only … but also, moreover,
further, besides”.
Use conjunctions of
comparison
“On one hand/On the other
hand”, “In the same
way…” etc.
Total score: ___/4 points.

9
Task 3:
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too many
errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
with a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding is
impossible
Choice Speaker
chooses a
picture and
explain his/her
decision
properly
Speaker
chooses a
picture but the
explanation of
his/her choice
has some errors
Speaker
chooses a
picture but the
explanation of
his/her choice
is not clear
enough
Speaker does
not choose a
picture and/or is
not able to
explain his/her
decision
Discussion Speaker
discusses with
his/her partner
and expresses
his/her ideas
properly
Speaker
discusses with
his/her partner
but expresses
his/her ideas
with some
errors
Speaker
discusses with
his/her partner
but his/her
ideas are not
clear enough
Speaker does
not discuss with
his/her partner
and/or is not
able to express
his/her ideas
properly
Agreement Speaker
reaches an
agreement and
explain his/her
final opinion
properly and
with no
mistakes
Speaker
reaches an
agreement and
explain his/her
final opinion
with some
mistakes
Speaker
reaches an
agreement but
his/her final
opinion is not
clear to
understand
Speaker does
not reach an
agreement
and/or is not
able to explain
his/her final
opinion properly
Rubric adapted from the book “A practical guide to assessing English language
learning”
Total score: ____ / 24 points.

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Piloting
Task 1:
Student A
points each)
Yes No
X
clearly? X
Has an appropriate
pronunciation for
intermediate level? X
Stick to the topic?
X
in class?
X
Total score: 10/10 points.
Student A gave a suitable answer using a wide vocabulary and a good organization of
ideas, good pronunciation and fluent. Student A has had English since kindergarten
until now, his first year of university. All his classes have been in English, therefore; he
is involved and motivated with the language.

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Student B
points each)
Yes No
X
clearly? X
Has an appropriate
pronunciation for
intermediate level? X
Stick to the topic?
X
in class?
X
Total score: 6/10 points.
Student B had problems with pronunciation and vocabulary. His description was clear,
but limited to basic language. Student B also has had English since kindergarten until
now, however; the level of his English’ classes were not as well as the English classes
of the Student A, therefore; the pronunciation of Student B was not an intermediate
level.

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Task 2:
Student A
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too
many errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
and a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding
is impossible
Examples of
similarities
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Examples of
differences
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Total score: 17 / 20 points
Student A provides good examples of differences and similarities of the pictures,
although his presentation was not outstanding, the student provides an acceptable
presentation for the level and shows no problems understanding the topic or hesitating
at the moment of speaking. Good.

13
Student B
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too
many errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
and a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding
is impossible
Examples of
similarities
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Examples of
differences
Speaker
provides three
examples
related to the
pictures
Speaker
provides two
examples
related to the
pictures
Speaker
provides just
one example
related to the
pictures
Speaker does
not provide any
example
related to the
pictures
Total score: 12 / 20 points
Student B shows no problems understanding the instructions, but many problems trying
to explain the similarities and differences of the pictures. He shows many hesitation
marks and not good pronunciation for the level.

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Rubric 2 (specific information)
Student A
points each)
Yes No
Use conjunctions of
X
Use conjunctions of
comparison
way…” etc.
X
Total score: 2 /4 points.
Student A uses conjunctions when it was appropriate, but even though was fluent and
clear, does not provide conjunctions of comparisons.
Student B
points each)
Yes No
Use conjunctions of
X
Use conjunctions of
comparison
way…” etc.
X
Student B presents the same problems as student A, therefore; it can be expressed that
the vocabulary thought in previous classes was not completely acquire by the students.

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Task 3:
Student A
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too many
errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
with a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding is
impossible
Choice Speaker
chooses a
picture and
explain his/her
decision
properly
Speaker
chooses a
picture but the
explanation of
his/her choice
has some errors
Speaker
chooses a
picture but the
explanation of
his/her choice
is not clear
enough
Speaker does
not choose a
picture and/or is
not able to
explain his/her
decision
Discussion Speaker
discusses with
his/her partner
and expresses
his/her ideas
properly
Speaker
discusses with
his/her partner
but expresses
his/her ideas
with some
errors
Speaker
discusses with
his/her partner
but his/her
ideas are not
clear enough
Speaker does
not discuss with
his/her partner
and/or is not
able to express
his/her ideas
properly
Agreement Speaker
reaches an
agreement and
explain his/her
final opinion
properly and
with no
mistakes
Speaker
reaches an
agreement and
explain his/her
final opinion
with some
mistakes
Speaker
reaches an
agreement but
his/her final
opinion is not
clear to
understand
Speaker does
not reach an
agreement
and/or is not
able to explain
his/her final
opinion properly
Rubric adapted from the book “A practical guide to assessing English language learning”
Student A presents a clear and fluent opinion about his choice, however express some
minimal errors. He shows is command on the topic and a good pronunciation.
Total score: 19 / 24 points.

16
Student B
Very good
(4 points)
Good
(3 points)
Acceptable
(2 points)
Weak
(1 point)
Content Content
according to
the topic
Good use of
content with
two or three
mistakes
Content is
good, but it
contains more
than four errors
Lack of content
and/or too many
errors
Use of
vocabulary
Wide range of
appropriate
vocabulary
with no
mistakes
Some variety
of vocabulary
with a few
mistakes
Many
vocabulary
errors
Too many
vocabulary
errors and/or
lack of
vocabulary
Pronunciation Clear
understanding
of ideas with
no
pronunciation
errors
Some
pronunciation
errors but ideas
are clear
Many
pronunciation
problems and
ideas are
difficult to
understand
Too many
pronunciation
problems and
understanding is
impossible
Choice Speaker
chooses a
picture and
explain his/her
decision
properly
Speaker
chooses a
picture but the
explanation of
his/her choice
has some errors
Speaker
chooses a
picture but the
explanation of
his/her choice
is not clear
enough
Speaker does
not choose a
picture and/or is
not able to
explain his/her
decision
Discussion Speaker
discusses with
his/her partner
and expresses
his/her ideas
properly
Speaker
discusses with
his/her partner
but expresses
his/her ideas
with some
errors
Speaker
discusses with
his/her partner
but his/her
ideas are not
clear enough
Speaker does
not discuss with
his/her partner
and/or is not
able to express
his/her ideas
properly
Agreement Speaker
reaches an
agreement and
explain his/her
final opinion
properly and
with no
mistakes
Speaker
reaches an
agreement and
explain his/her
final opinion
with some
mistakes
Speaker
reaches an
agreement but
his/her final
opinion is not
clear to
understand
Speaker does
not reach an
agreement
and/or is not
able to explain
his/her final
opinion properly
Total score: 11 / 24 points.
Student B presents many errors and a very poor discussion. Even though he could
express his choice, he is not able to reach a clear agreement.

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Both students present almost no problem understanding the tasks. On one hand, student
A presents a better understanding of the topic and a wide vocabulary, on the other hand,
student B shows some difficulties understanding tasks 1 due to his lack of vocabulary
and study of previous contents that were thought in classes.
Task 1:
Get in pairs; you are going to see two pictures, each of you will have to describe
one of it, (healthy, unhealthy, “junk food,” properties, when do you eat that kind of food
“context” give the most information that you can provide about the food).
Task 2:
With your partner, compare these two pictures in terms of similarities and
differences. (Provide 3 examples of similarities and 3 differences according to the
pictures)
Task 3:
Which one of these two pictures do you prefer? Why? Discuss with your partner
and give a final answer to the teacher.

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References
Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A practical guide to assessing
English language learners. University of Michigan Press/ESL.
Fulcher, G. (n.d) Language Testing Resources Website. Retrieved on June 6th
, 2013
from http://languagetesting.info/
Luoma, S. (2004) Assessing Speaking. Cambridge University Press, United
Kingdome.

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