This document provides details on designing a speaking assessment task for second-year university students in Chile. It describes the context, lesson aim, skills to be assessed, task description, rubric, test specifications, testing task, and references. The speaking task requires students to give their opinion on a topic drawn from a box, then respond to a follow-up question. Test specifications define the purpose, examinees, construct, sections, timing, weighting, skills, and language elements assessed.

1. Universidad Católica de la Santísima Concepción
Assessment Task 3
Designing Tests
María Francisca Rojas – Melissa Arévalo Gatica
17/06/2013

2. Name of authors: Melissa Arévalo Gatica and María Francisca Rojas
Description of class context: 2nd
year of University. Students present an intermediate/upper-
intermediate level of English. During the semester the teacher has fostered their communicative
skills by presenting different activities for them to speak and write. The vocabulary to be evaluated
includes qualifying adjectives, expressing preferences and use of connectors in order to avoid
redundancy. This is part of the speaking midterm in which they have to show off some aspects of
their communicative skills, such as vocabulary, fluency, pronunciation, grammar, content, delivery
and attitude. The students were previously told that they will be recorded.
Speaking task (AFTER PILOTING)
Lesson Aim: At the end of the lesson students will be able to give opinions about a given topic.
(orally)
Skills to be assessed: speaking
Task description:
PART ONE
Firstly, I would like to ask you: what are you going to do during the winter break? What
activities would you like to do? (ICE BREAKER)
Select a piece of paper from the box that contains a question. Read the instruction written
on the piece of paper aloud. You will have two minutes to put your ideas in order to finally
give your opinion about the topic you took out of the box. You have to speak for 1 minute
minimum and one minute and thirty seconds maximum.
REMEMBER that you must use qualifying adjectives, connectors, express preferences and
avoid redundancy. (The ones we reviewed in class)
Example: Some people like listening to music at home, or in their computers. Others
prefer living the experience and going to concerts. Which of these options do you prefer
and why?
PART TWO
After answering task one, you will be asked a question related to your answer, in which you
will have thirty seconds minimum to respond and one minute maximum.
Example: Some people like listening to music at home, or in their computers. Others
prefer living the experience and going to concerts. Which of these options do you prefer
and why?

3. Teacher: So, you prefer going to concerts. Have you been to any concerts? Which
one/ones? If not, which ones would you like to go to?
 The student will be assessed according to the rubric attached
at the end of the document.

4. Test Specifications
1. Test purpose: choosing preference between two options on a given topic,
explaining that preference and express an opinion about it.
2. Description of the examinees: individual; student must give his/her own personal
opinion. Intermediate level.
3. Test level: intermediate/upper-intermediate.
4. Definition of construct: the students’ ability to express themselves
extemporaneously. Qualifying adjectives, expressing preference (i.e. I’d rather…/ I
prefer…), use of connectors (i.e. because, however, also, etc).
5. Number of sections/papers: One task with two sections.
6. Time for each section/paper: The first section aims to be done in one minute
minimum, one minute and thirty seconds maximum. The second part aims to be
done in thirty seconds minimum, one minute maximum.
7. Weighting for each section/paper: Section one: 70%
Section two: 30%
(The rubric assesses both sections as a whole)
8. Target language situation: expressing opinions and preferences.
9. Text-Type: Interview
10. Language skills to be assessed: Speaking.
11. Language elements to be tested: Grammar, vocabulary, pronunciation, fluency,
content, delivery and attitude.
12. Test tasks: One task with two sections. The first section is chosen randomly (1:00-
1:30 min), and the second section is developed from the students’ response (0:30-
1:00 min).
13. Test methods: Interview
14. Rubrics: analytic rubric and checklist.
15. Criteria for marking: grammar, vocabulary, fluency, pronunciation, content,
delivery and attitude.
16. Descriptions of typical performance at each level: The student is expected to
present a clear pronunciation that helps comprehension. He/she delivers the whole
message in a confident way and uses facial expressions as well as gestures to enrich
the message most of the time. All the ideas the student presents, regarding his/her
opinion, are supported by additional information or explanations. The student
presents no hesitation, does not need to search for words; the student presents very
few grammatical mistakes and he/she makes use of the vocabulary reviewed in
class regarding qualifying adjectives, connectors, expressing preferences in order to
avoid redundancy.
17. Sample papers: written instructions of the test.
18. Samples of students' performance on task: piloted test (Recording and key).

5. Testing Task
1. Task orientation: Open. The students are free to choose the option they prefer from
a commonly known topic and express their personal opinion. Deviation is allowed.
2. Interactional relationship: There is interaction between the teacher and the
student. Two-way interaction.
3. Goal orientation: Divergent. There is orientation because in this task there is
communication taking place and it is authentic.
4. Interlocutor status and familiarity: The teacher presents a medium-high status
and there is a vertical relationship between the teacher and the student (low
familiarity).
5. Topics: Music, traveling, food, entertainment in general, hobbies, general
information.

6. Task 2 “Systems of the Language”
Use of English (AFTER PILOTING)
Name: Date: _______
Grade: Score: ____/42
Part 1: Selecting the appropriate word
Choose the word that suits best to make the paragraph coherent. (16 pts.)
“Game of Thrones: One of the most stunning shows on television”.
Do not (1) _________ any of those negative reviews. I honestly (2)_________understand why
some reviewers have given this such a (3)_________ rating. I think some people love the sound of
their (4)__________ voice and think their opinion is (5)_________ something and will be
disagreeable simply for the sake of it.
Having said that, this show is (6)____________. I have never read the books and now I want to.
There is so much pointless programmes on TV that are renewed year after year (CSI, House etc.)
which uses cheap gags, pointless and sometimes (7)___________ plots, unbelievable and many
times one dimensional (8)_____________and yet all the truly great shows get cancelled.
There is enough brain-dead television. But once in a (9)____________ a show comes along that
transports you to another world and makes you (10)_____________in the magic of television
again. Game of Thrones is one such show.
It is complex, multi-layered, surreal, vibrant, imaginative and it (11)_____________your eye in to
the surprising level of detail, from the sweeping vistas, (12)_____________ the narrow dungeons,
from the beautiful castles and magnificent trees, to the contrasting landscapes. It is worth
watching just for the scenery alone.
Yes the acting seems a little cold and even wooden at times, but this is perfectly in keeping with
the medieval look and feel of (13)____________ show. Yes it is dark and gloomy, but again in
keeping with the narrative.
The scripting is (14)____________ and well delivered by competent acting, led by Sean Bean
perfectly cast as Lord Edard. Although Sean Bean is better known for brooding bad guys, he strikes
the perfect balance between father, husband and Lord and soldier. He is well supported by other
well known actors and many new to the scene.

7. After watching and sometimes enjoying Camelot, this show makes (15)____________ look more
like "Merlin" by comparison. And where Camelot lacks in depth and scripting, Game of Thrones
strikes the perfect balance between brooding medieval angst and wonderful fantasy story telling.
Even if you have never watched a fantasy show before, you (16)__________not miss this.
Alternatives:
1. a) assume
b) confine
c) believe
2. a) do not
b) cannot
c) not
3. a) high
b) medium
c) low
4. a) own
b) mine
c) proper
5. a) rich
b) worth
c) deserve
6. a) agreeable
b) good looking
c) stunning
7. a) sensible
b) ridiculous
c) serious
8. a) characters
b) persons
c) friends
9. a) moment
b) while
c) sudden
10. a) believe
b) trust
c) agree
11. a) drawn
b) drawed
c) draws
12. a) to
b) until
c) if
13. a) its
b) the
c) on
14. a) boring
b) intelligent
c) random
15. a) these ones
b) that one
c) that ones
16. a) did
b) should
c) might

8. Part 2: Word formation
Read the text below. Use the word given in capitals at the end of some of the lines to
form a word that fits in the gap in the same line. (10 pts.)
KEY
1. Traveling
2. Dangerous
3. Blocked
4. Spoke
5. Cheated
6. Death
7. Earned
8. Combative
9. Conquered
10. Oldest
There were once three brothers who were (1) ___________ along a lonely, winding
road at twilight. In time, the brothers reached a river too deep to wade through and too
(2)____________to swim across. However, these brothers were learned in the magical
arts, and so they simply waved their wands and made a bridge appear across the
treacherous water. They were halfway across it when they found their path
(3)_____________by a hooded figure. And Death (4) _____________to them.
He was angry that he had been (5) ____________out of the three new victims, for
travelers usually drowned in the river. But (6)___________ was cunning. He
pretended to congratulate the three brothers upon their magic, and said that each had
(7)____________ a prize for having been clever enough to evade him.
So the oldest brother, who was a (8) _____________man, asked for a wand more
powerful than any in existence: a wand that must always win duels for its owner, a
wand worthy of a wizard who had (9) ____________Death! So Death crossed to an
elder tree on the banks of the river, fashioned a wand from a branch that hung there,
and gave it to the (10)__________________brother.
1. TRAVEL
2. DANGER
3. BLOCK
4. SPEAK
5. CHEAT
6. DIE
7. EARN
8. COMBAT
9. CONQUER
10. OLD

9. Part 3: Paraphrasing
Finish each of the following sentences in such a way that it has a similar meaning as the
sentence given. (16pts.)
1. It would be a good idea to phone and ask for information about tours.
We suggest you _____________________________________________________________
2. The last time I visited Europe was a year ago.
I (not) _____________________________________________________________________
3. Although the girl at the travel agency is the daughter of a rich man, she seldom travels.
In spite ____________________________________________________________________
4. I'm sure Nick hasn't left for Europe yet. I saw him last night.
Nick can't __________________________________________________________________
5. It's impossible to cross the road because of the traffic.
The traffic makes ____________________________________________________________
6. You can't get there during the rush hour without taking a taxi.
Unless _____________________________________________________________________
7. It'll be necessary for you to rent a flat nearer your office.
Soon you___________________________________________________________________
8. The children should be in bed by now.
It's time ____________________________________________________________________

10. Use of English: Part 3 (KEY)
Finish each of the following sentences in such a way that it has a similar meaning as the
sentence given. (16pts.)
1. It would be a good idea to phone and ask for information about tours.
We suggest you to call for information about tours
2. The last time I visited Europe was a year ago.
I (not) haven’t visited Europe for a year /haven’t been in Europe for a year
3. Although the girl at the travel agency is the daughter of a rich man, she seldom travels.
In spite being rich, she seldom travels
4. I'm sure Nick hasn't left for Europe yet. I saw him last night.
Nick can't have left because I saw him last night
5. It's impossible to cross the road because of the traffic.
The traffic makes it impossible to cross the road
6. You can't get there during the rush hour without taking a taxi.
Unless you take a taxi you can’t get there during the rush hour
7. It'll be necessary for you to rent a flat nearer your office.
Soon you will have to rent a flat nearer your office.
8. The children should be in bed by now.
It's time for children to go to bed/ the children were in bed by now

11. Student’s Name: SCORES
PART 1: Selecting the appropriate word
PART 2: Word Formation
PART 3: Paraphrasing
TOTAL SCORE
Test specifications
1. Test purpose: measuring students’ knowledge in terms of vocabulary knowledge,
grammar and create coherent statements.
2. Description of the examinees: individual; students must show off their knowledge
about the language regarding vocabulary and grammar. Intermediate level.
3. Test level: intermediate/upper-intermediate.
4. Definition of construct: the students’ ability to select the most appropriate words
to express a meaningful idea.
5. Number of sections/papers: three sections. Four pages.
6. Time for each section/paper: The first section aims to be done in twenty minutes.
The second part aims to be done in ten minutes and the third part aims to be done in
twenty minutes.
7. Weighting for each section/paper: Section one: 30%
Section two: 30%
Section three: 40%
8. Target language situation: Identifying words through context, paraphrasing.
9. Text-Type: Series review, short story, paraphrasing.
10. Language skills to be assessed: Reading and writing.
11. Language elements to be tested: Grammar, vocabulary and spelling.
12. Test tasks: Three tasks with one section each. The first section consists on choosing
the word that fits best within the text (20 min), the second section consists on word
formation: choose the correct form of the word (10 min) and the third section
consists on paraphrasing (20 min).
13. Test methods: written test.
14. Rubrics: test key
15. Criteria for marking: grammar, vocabulary, coherence and spelling.
16. Descriptions of typical performance at each level: Students will answer more
than 80% of the test, will make some minor spelling mistakes and will write some
coherent sentences without changing the meaning of the first sentence given
(paraphrasing).

12. 17. Description of what candidates at each level can do in the real world: The
student is expected to: complete the whole test by choosing the correct alternatives,
spelling words correctly and writing coherent sentences without changing the
meaning of the first sentence given (paraphrasing).
18. Sample papers: written document of the test.
19. Samples of students' performance on task: piloted test.
Testing Task
1. Task orientation: Closed. Even though the last part accepts little deviation. The
outcome of the task is entirely dictated by the instructions presented on the test. In
the first two sections no deviation is allowed.
2. Interactional relationship: non-interactional. There is no communication between
speakers.
3. Goal orientation: Convergent. Specific responses are requested from the student.
4. Interlocutor status and familiarity: The teacher presents a high status and there is
a vertical relationship between the teacher and the student (low familiarity).
5. Topics: Books and movies: fiction, fantasy.

13. References:
Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing
English Language Learners. Ann Arbor, Michigan: The University of Michigan Press.
Fulcher, G. (2003). Testing second language speaking. London New York: Longman.
Luoma, S.( 2004). Assessing speaking. Cambridge: Cambridge University Press.