Chapter 7:
Oral production
tests
I. Some difficulties in testing
the speaking skills
There aren’t still the exact criteria for measuring
speaking skills as well as the weighting given to
such components as correct pronunciation.
The interdependence of the speaking and
listening skill increases the difficulty of any serious
attempt to analyze precisely what is being tested
at one time.
Administration is another difficulty as it is
impossible to test a large number of students
because of limited time involved.
II. Reading aloud
generally used when it is desired to access
pronunciation as distinct from the total speaking
skills.
constructing suitable tests, testers should imagine
actual situations in real life in which the testees may
be required to read aloud.
The retelling of a short story or incidentmore
useful than reading aloud; but unfortunately this test
measures other skills: reading comprehension,
memory and organization.
III. Conversational exchanges
(Type 1&2)
(1) Testees are given a series of situations and are
required to construct sentences on the lines of a
certain pattern or a group of patterns. They read or
hear the situation and then make the appropriate
responses.
(2) This type of item is similar to the previous one, but
no model responses are given by the examiner
and the students are free to use whatever patterns
they wish.
Type 3, 4 & 5
(3) The testees hear a stimulus to which they must
respond in any appropriate way.
(4) This type is similar to type 3, but the stimuli and
responses form part of a longer dialogue and the
situation is developed.
(5) This item takes the form of incomplete dialogue
with prompts whispered in the student’s ear.