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Cambridge English Empower
A2 Speaking Competency Test Instructions
Instructions for Cambridge English Empower Speaking Competency Tests
Overview
The Cambridge English Empower Competency Tests are designed to be taken at two points: on completion of Unit
6 and on completion of the coursebook. There are tests of Reading, Writing, Speaking and Listening. While most
Competency Tests are taken online, the Speaking Competency Test is given by the class teacher, and is designed
to be taken by students either in a pair or as a group of three.
Key points on how to conduct the test
Scripted test
The speaking tests involve scripted examiner prompts, which means teachers should follow the instructions and
prompts given. Teachers need to appreciate the importance of the following points when examining:
speaking naturally while keeping to the script
using learners’ names
stressing key words and using intonation to make meaning clear
not rephrasing if asked to repeat instructions or explain lexis
not making unscripted comments
not deviating from the script
not assuming a dominant role in the interaction.
These points are important in ensuring fairness and equality of opportunity.
Handling materials
Teachers should prepare and familiarise themselves with the test materials before examining.
Teachers also need to handle the materials in an organised and efficient way.
Timing
Accurate timing is important.
For a single candidate, the test should last between 2 – 3 minutes.
For a pair, the test should last between 5 and 6 minutes.
For a group of three, the test should last between 8 and 9 minutes.
Pairs and groups
Whilst the test at A2 does not contain an interactive task, teachers may find that for practical reasons it is easier
to conduct in pairs. This is the format in the Speaking Test Videos.
Teachers need to ensure that they provide an equal opportunity to speak for each learner.
If the test is taken by a group of three learners, the teacher needs to be aware of the difference in timing
required, and to be particularly aware of the need to allow all three participants an equal opportunity to speak.
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Teacher involvement/intervention
If learners are slow to respond or reluctant to take part, the teacher can redirect the student(s) in the following
ways:
repeating part (or all) of the rubric
using back‐up prompts where these are given
using gesture to indicate that the learners should start the task.
Teachers should be aware that other forms of intervention when examining can cause the candidate(s) to become
confused and/or to lose concentration or confidence.
Body language
Teachers’ eye contact and gesture are important. They can suggest:
interest in what the candidate is saying
that the candidate has said enough
that the candidate has not said enough.
Manner
It is important for teachers to project a manner to learners which is friendly and encouraging at the same time as
being professional.
Test format
Timing: (2 – 3 minutes for a single learner, 5 – 6 minutes for a pair, 8 – 9 minutes for a group of three)
Task type and format: The teacher asks the students questions in order to elicit personal information (spoken
questions).
Focus:
Language normally associated with meeting people for the first time
Giving factual personal information
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Key points on how to assess the test
In the test the teacher awards each student a score based on the A2 Rating Scales below.
Assessment Training
Teachers should watch the A2 Speaking Test Video – Setting the Standard in order to observe an example of a
pair of students of the appropriate level, and A2 Speaking Test Video – Applying the Standard to practise
assessing students at that level.
Setting the Standard (A2 Speaking Test Video – Setting the Standard: Carmen and Mateo)
Teachers should consider the awarded scores before the first test is viewed; the aim is to ‘set the standard’ for
the test.
Teachers should look through the A2 Rating Scales below, with a view to identifying features of performance that
relate to the scores awarded.
Carmen was awarded a score of 5.0.
Mateo was awarded a score of 4.0.
After the test, teachers should read the A2 Setting the Standard Commentary.
Applying the Standard (A2 Speaking Test Video – Applying the Standard: Daniel and Angel)
Teachers now use the Rating Scales to assess a pair.
They should have the Rating Scales below to hand while watching the second test, and should award a score for
Daniel and for Angel at the end of the test.
They should then read the A2 Applying the Standard Commentary and check the scores awarded to the students
by Cambridge English.
Speaking Competency Test ‐ A2 Rating Scales
1.0 Has difficulty conveying basic meaning, even in very familiar situations.
Responses are limited to short phrases or isolated words with frequent hesitation and pauses.
2.0 Some features of 3.0 and some features of 1.0 in approximately equal measure.
3.0 Conveys basic meaning in very familiar everyday situations.
Produces utterances which tend to be very short – words or phrases – with frequent hesitation and
pauses.
4.0 Some features of 3.0 and some features of 5.0 in approximately equal measure.
5.0 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except in well‐rehearsed utterances.
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A2 Setting the Standard Commentary
Carmen ‐ 5
Carmen can handle communication in everyday situations and deals with all the questions with ease. Apart
from a slight pause to gather her thoughts when listing her school subjects, she does not hesitate. In
response to the final question, Carmen produces a longer description of her home, which is made up of a
series of simple, but complete sentences. Her pronunciation is generally clear with only occasional L1
interference ‘berry’ for ‘very’
Mateo ‐ 4
Mateo handles communication in everyday situations despite some hesitation. His responses tend to be
short, but are predominantly made up of complete sentences rather than single words or phrases. However,
his replies to the questions about his favourite school subject and TV programme are rather limited.
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A2 Applying the Standard Commentary
Daniel ‐ 4
Although Daniel is generally able to handle communication in everyday situations, there are a couple of
noticeable pauses and he requires repetition of the question about breakfast before he can give an
answer. He provides a suitably extended answer to the question about hobbies, which can be
understood despite the fact that there are some structural inaccuracies. There is interference from his
L1, but he is intelligible.
Angel ‐ 5
Angel handles communication in everyday situations with no hesitation and is generally easy to follow.
Her replies are extended and fairly natural. She produces longer utterances, frequently constructing
sentences of more than one clause using linking devices such as ‘because’, ‘so’, ‘and’.
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