Prochievement Testing of Speaking
Bibliographic Data
| ID | 8938672 |
|---|---|
| Authors | Barbara González Pino (The University of Texas at San Antonio, corresponding author) |
| Year | 1989 |
| Volume | 22 |
| Issue | 5 |
| Pages | 487-496 |
| Publication date | 1989-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1989.tb02772.x |
| OpenAlex | W1983027664 |
| Language | EN |
| Citations received | 8 |
| References cited | 4 |
Today's language teacher emphasizes, among other things, the development of students' oral skills. Therefore, many teachers are seeking or innovating ways to test the speaking skill while (1) overcoming perennial problems such as the lack of time and the subjectivity of grading, and (2) finding effective ways of making achievement testing more proficiency oriented. The author presents a practical oral testing model which she researched, developed, implemented, disseminated, piloted, and refined in a variety of middle school, secondary, and university settings in Texas over the past six years. The author presents an outline of the principal considerations involved in establishing an oral testing program and covers a range of options under each heading. Major concerns discussed include: fitting speaking tests into the syllabus and course grade, linking teaching and testing approaches (with sample formats), testing interactive and individual performance, new versus old material, and impromptu versus prepared performance. Also covered are: sample size, scoring at various levels (with sample scales), partnering procedures, the role of tapes, scheduling, planning (with sample guide), and predicted outcomes
Grading (engineering · Impromptu · Language assessment · Mathematics education · Principal (computer security · Sample (material · Syllabus · Test (biology · Variety (cybernetics · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology
Theoretical models, assessment frameworks and test construction
From Theory to Practice
Oral Testing of Beginning Language Students at Large Universities
Assessing Students' Oral Proficiency
The ACTFL Proficiency Guidelines and the Oral Proficiency Interview
Assessing Students' Oral Language
Developing Practical Speaking Tests for the Foreign Language Classroom
Implementing a university-wide credit-bearing English language enhancement programme
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1990 - 2017 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |