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Amia Kimoy Conrad-Christopher
Oral Language Component
May, 2016

Oral Language Assessment
? Interviews
o Teacher-conducted or guided with peer interaction
o Student response to an interrogative statement demonstrates ability to
understand and use academic language

The purpose of the exam
? The oral exam is a 5-10 minute conversational
interchange between the student and the examiner.
? The exam tests students�� competencies in the use of
Standard English.

The purpose of the exam
? It tests the student��s receptive language.
? Many students have trouble mastering the structures of
oral English, which inhibits their ability to listen, speak,
read, and write effectively.

Why assess oral
language?
? Assessment of oral language focuses on a student��s
ability to interpret and convey meaning for authentic
purposes in interactive contexts (O��Malley & Pierce,
1996).

Why assess oral
language?
English language learners use language functions to
express meaning.
Language functions.
Communicative language functions.
Academic language functions.

Why assess oral
language?
? Students need to develop competencies in the
accurate use of Standard English:
? Syntax
? Morphology
? Expression
? The knowledge that language is used for different
purposes and in different contexts

Why Oral Language?
? Many students commence school with low levels
of oral language
? Because it provides the foundation of reading
and writing, it is vital that teachers give close
attention to oral language and adjust their
instructional language and teaching approaches
to get all students to high levels of
understanding language use.

Oral Language: A
Missing
Link to Reading Success

Oral language �C the key to develop
effective communication.
Effective communication can be achieved by focusing on
activities based on purposeful language interactions.
Purposeful talk is one of the major means through which
students construct and refine their understandings of
language. Talk should underpin all language activities.
(First Steps 1997)

What about Creole?
? The use of Creole although accepted and valued by all
citizens is not being assessed.
? Being communicatively competent entails being able to
adjust one��s language to specific audiences and
situations.

What about Creole?
? Standard English is the cultural capital through which our
students must learn to use to negotiate with text and the
social environment.
? Can be used in expressions (idioms)

How do we teach Oracy?

Understanding
Descriptors
Makes an Attempt (1-2)
? Unable to satisfy routine social demands. Often repeats
the question and adds non-information.
? Vocabulary is repetitive or limited to yes/no with no
articulation of ideas or very limited in scope.

Understanding
Descriptors
Makes an Attempt (3-4)
? Unable to satisfy routine social demands. Often
repeats the question but adds little information.
? Vocabulary is repetitive or limited to yes/no with no
articulation of ideas or very limited in scope. Attempts
to express/articulate with much support from
examiner.

Understanding
Descriptors
Emerging (5-6)
Able to satisfy routine social demands.
Answers questions but requires much interpretation by
examiner.
Attempts to use standard English

Understanding
Descriptors
Emerging (7-8)
Able to satisfy routine social demands.
Answers/interprets questions well but uses
predominantly Creole.

Understanding
Descriptors
Satisfactory (9-10)
Able to speak the language with sufficient structural
accuracy and vocabulary to participate effectively in most
formal and informal conversations on practical and social
contexts.

Understanding
Descriptors
Competent (11-13)
Able to use the language fluently and accurately on all
levels normally pertinent to social and practical contexts.

Understanding
Descriptors
Superior (14-15)
? Standard English speaking proficiency is functionally
equivalent to a well (highly) articulated speech of a
Trinidad and Tobago native speaker and reflects the
cultural standards of the country.
? (Form three)

Glossary of Terms
rubric
interpretationassessment

Using the rubric
? The objective of the assessment is to test
students�� ability to use Standard English.
? Use the key words in the glossary to guide
scoring and interpret meaning.
? Score according to the criteria.

Differentiating within a band
o Use the student��s use of Standard English as the
key determining factor in differentiating within a
band.
o Vocabulary
o Articulation/Enunciation/Expression

During the interview
? Inform students that the interview is formal.
? Limit your use of Creole (rephrase-translate into
Standard English)
? Clarify questions or vocabulary.
? Wait Time

During the interview
? Limit your interpretation of the question or
rephrasing
? Use the rubric to score
? Personal Judgement

Oral Language Assessment in the
classroom.
? Retelling
o Measures students�� integrated comprehension though four skills
? Teachers should:
o Be explicit about the criteria for evaluation
o Use modeling by stronger students
o Minimize anxiety which could impact performance

Thank You

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