Speaking Assessment task Marta abolicka

Task:
This assessment conducts of performance assessment and personal communication assessment. It
will be conducted in pairs. Assessed students will have assigned roles and after finishing the first
part of the activity they will switch the roles. Student A (the policeman) will be asking questions
about appearance based on the visuals to find a robbery suspect. Student B will be answering them
based on the given visual. Their goal is to understand questions and give appropriate answers.
Based on partners answer students have to firstly limit the suspects and finally identify one.

What will be assessed :

I will assess students ability to ask questions and give simple yes or no answers. They will have to
use structures Does she/he have..., Is she/he and No she/ he isnt Yes she/he is , Yes
he/she does, No she/he doesnt. I will also assess their knowledge and comprehension of
vocabulary connected with appearance (list attached below). They should already have the
knowledge of present simple and present continuous.

Achievement Targets based on Stiggins 1994:

Knowledge targets :
Students know how to use present simple and present continuous
Students understand how to formulate questions
Students know descriptive words from the list

Reasoning target :
Use appropriate structure for the situation

Skill targets :
Students are able to ask questions based on the visuals
Students are able to give answers based on the visuals
Students are able to conclude from the given answers

Product target
Students are able to fluently ask questions to get information

Level of performance:
According to scoring table.

Feedback :

Students will be given immediate spoken feedback with basic information (you did well, you
managed to find the suspect or you were close to finding a suspect, but you asked good
questions). Students will also get written feedback, which will be more detailed and provide them
areas for further improvement.
Task instruction:

Step 1:
Find a quiet location (office, library)

Step 2:
Prepare materials in two envelopes. Student A policeman gets all the suspects and the instruction.
Students B gets instruction and draws one of the suspects. Place them on the table.

Step 3:
Invite the students.

Step 4:
Give instructions how the game will be played.
Each of you will have a role. One will be policeman and other witness. Policeman is asking
questions about looks to find a suspect. They have to be yes or no questions. Witness answers them
based on the photo they have. After the instructions teacher presents visuals to the students and
models two questions and answers.

Step 5:
Ask CCQs to the students.

Step 6:
Students choose their roles and student B draws suspect visual.

Step 7:
Students perform the task. Teacher can prompt them, but only when necessary, it is better to give
them more time. Teacher notes mistakes and good use of language to provide detailed feedback.

Step 8:
Students switch roles. Witness draws suspect visual.

Step 9:
Students perform the task. Teacher can prompt them, but only when necessary, it is better to give
them more time. Teacher notes mistakes and good use of language to provide detailed feedback.

Step 10:
Collect all the materials. Give general feedback about performance.

Step 11:
Write more detailed feedback with areas of the improvement. Use scoring table. It has to be written
in simple language and best on the computer. It should provide information how to improve.
Appendix:

1. Speaking tasks :

Student A

Policeman
You are the policeman and there was a bank robbery. You have to interrogate the witness to find out
which of the suspects is guilty. You can only ask yes or no questions.

Student B

Witness
You are the witness in bank robbery case. You need to answer policemans questions to identify the
robber.

2. Visuals

3. Vocabulary list
blond, brown, black, ginger/red, bald, curly, straight, pony tail, beard, mustache, glasses, earrings,
skin, long, round, face, bigger, smaller
4. Scoring table :

Does not meet Slightly under Meets the Exceeded the

expectations performs expectations expectations
Communication Does not answer Answers Is able to answer Is able to ask and
the questions. Has accordingly to the fluently, usually answer fluently,
big difficulties questions. Can ask asks the right Finds suspect
with creating intelligible questions. Can ask without any
intelligible questions, but less at least 4 prompting.
question. than 4. Might not questions. Should
find the suspect. find a suspect (not
obligatory is
partners answers
are not sufficient).
Vocabulary Does not Understands most Understands all Understands all
understand vocab of the vocabulary. the vocabulary the vocabulary
used in the Is able to use it in provided by the provided by the
questions. Uses questions, but can partner. Is able to partner. Is able to
limited number of have troubles with ask questions ask about details
words, does not more difficult about the pictures from the picture.
recall them with words. Is able to without hesitation. Does not require
teachers help. recall them with a Knows most of any help from the
little of the the vocab, can teacher.
prompting. make small
pronunciation
mistakes, can have
a little scaffolding
from the teacher.
Grammar Often mixes Usually uses right Uses right tense Uses right tense
structures. Does tense for asking for asking very fluently, does
not answer questions. When is questions and not need much
questions mistaken does not giving answers. time to think about
correctly. Depends notice it. Before When is mistaken the structure. No
highly on creating a is able to notice it teachers help
teachers help. sentence is and fix. Can required.
hesitating, takes depend on very
his time. Can little help from the
depend on teacher.
teachers
scaffolding.