Ieva Zvirgzdina marked it as to-read Dec 04, Itziar marked it as to-read Mar 15, Thanks for telling us about the problem. Sari Luoma Publisher: Skip to main content. Meha rated it liked it Jul 22, At the same time, the book illustrates practical examples in the development of tasks for speaking tests Chapters 5 assessimg 7 and the final chapter focuses on the procedures for ensuring assesssing validity and reliability of test designs and the overall conduct of assessment Chapter 8. Although the book provides example tasks in the development of testing materials, classroom teachers might need more examples and detailed procedures in the application of these tasks to the assessment situation.
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This is due, for the most part, to the difficult matching of the testing goals and the appropriate instruments and tasks for assessment. Speaking as a major construct for testing is likewise divided into different criteria with highly diverse applications. The testing of pronunciation both segmentals and suprasegmentals , spoken grammar, spoken vocabulary, and even sociolinguistic applications of speech all fall into the construct of speaking but largely require discrete test designs and measures.
Knowing what to test specifically and how to conduct the testing process require applicable theories and valid procedures that map out the direction of the assessment strategy. As a result, drawing upon applied linguistic theories on what is to be tested in speaking becomes essential for teachers and researchers. Assessing Speaking is a part of a series of assessment in applied linguistics edited by J.
Charles Alderson and Lyle F. Bachman and published by Cambridge University Press. The book is divided into eight chapters that start with a description of the spoken language and provide summaries of applied linguistic perspectives on the assessment of speaking. Current research in test design and preparation of test tasks are reviewed Chapter 3 and examples of rating scales used by established testing institutions Chapter 4 are provided.
At the same time, the book illustrates practical examples in the development of tasks for speaking tests Chapters 5 through 7 and the final chapter focuses on the procedures for ensuring the validity and reliability of test designs and the overall conduct of assessment Chapter 8.
The organization of chapters and the coverage of topics and issues in the book are appropriate for its target audience. The strength of the book relies on a considerable focus on construct validity in the assessment of speaking and a constant reminder of this concept is repeated in the discussions and chapter summaries. Luoma emphasizes the requisite need for teachers and researchers to first define the kind of speaking they want to test before they develop or adapt test tasks and rating criteria.
For example, the testing of pronunciation is very different from the assessment of spoken grammar or the testing of speaking in meaningful interaction. However, oftentimes, similar rating scales and test tasks are used for these features in the language classrooms. Luoma suggests that because testing situations and participants vary considerably in language classrooms, it is necessary that a review of the construct validity of the testing process is conducted.
She adds that examinees must be informed about what is being measured in the speaking tests and that the teachers and researchers need to make sure that the testing and rating processes follow a designed plan. Although the book provides example tasks in the development of testing materials, classroom teachers might need more examples and detailed procedures in the application of these tasks to the assessment situation.
The book offers guidelines and procedures in test development which could have been explored some more to include specific examples that could be easily adapted in the classroom or in training programs that target the development of fluency in the second language. More exhaustive sample tests that explicitly state the skill to be assessed, the tasks and procedures, rating scales or rubrics, and interpretation of results or test scores would further emphasize the importance of following a theory-based assessment process.
In following this, classroom teachers will develop a heightened awareness of the components and steps of assessing speaking within their own classrooms. The book has limited discussion of the learner in various assessment contexts. Classroom teachers need to clearly control for the suitability of the measures to the proficiency level of the learners being tested in order to ensure that results are credible and generalizable to individuals in similar settings. It is important to note here that learner factors such as motivation, age, L1 background, social status, intelligence and talent, etc.
Considering these factors in the assessment process, therefore, is also highly important. Although Luoma briefly discusses inter-rater reliability pp. Teachers and researchers need to understand the difference between subjective or objective judgment in various applications and goals of the speaking tests. Moreover, credible procedures in arriving at a rating score whether the assessment calls for different raters or just one teacher are needed to be established in the test design.
Current trends in computer-assisted language learning CALL have provided the assessment of speaking skills newer perspectives and directions.
The role of CALL in the assessment of speaking is a pertinent field that could be added as a chapter in this book. Future applications of assessment in speaking will most likely involve CALL components in the development of tests and actual scoring of performance. The book addresses important issues and provides a wealth of information that will equip the readers with sufficient grasp of the theories and concepts needed to develop tasks and rating scales in various assessment settings.
The content and style of the book are presented in very clear, "down to earth" writing that will appeal to a range of audiences. References Celce-Murcia, M. Teaching pronunciation: Reference for teachers of English to speakers of other languages.
Cambridge: Cambridge University Press. Dalton, C. New York: Oxford University Press. Derwing, T. The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13, Neri, A. Computer Assisted Language Learning, 15 5 , Pennington, M. Computer-aided pronunciation pedagogy: promise, limitations, directions. Computer Assisted Language Learning, 12 5 , Please use the PDF version of this article for citations.
ASSESSING SPEAKING SARI LUOMA PDF
Assessing Speaking (Cambridge Language Assessment)