1. How can we design a good rubric for speaking test? (Ms.

Tram)

O’ Malley (1996) suggests several steps in developing rubrics:

 Set criteria of task success

 Set dimensions of language to be assessed (grammar, vocab, fluency, pronunciation,…)

 Give appropriate weight to each dimension (if omission is possible, do)

 Focus of what test-taker can do, instead of what they cannot.

2. What is strategy to design test tasks in listening section? (Ms. Vy)

Firstly, an effective assessment begins with specification of objectives or criteria. How can we do that?
Well, we base on macro and micro skills of Richards. Secondly, you have to set appropriate tasks. How
can we do that? Well, we predict what makes listening difficult to challenge our students appropriately
and to assign weights items. Thirdly, elicit optimal output and finally, establish practical, reliable scoring
procedures.

3. Is grammar important in assessing speaking?

It depends on the purpose and the criteria of assessing the test.

4. What is the most important thing in developing a listening section?

It is the specification of criteria/objectives/expected level of students to set appropriate tasks.

5. What are the criteria for teachers to design a good listening test?

It depends on the purpose and expected level of students.

6. What are some possible drawbacks of information transfer type when testing listening?

With chart-filling, which is a type of information transfer, it requires technical ability to create a pause in
each blank.

7. How can we choose materials to assess speaking skill of students? (Ms. To Thao)

It should be noted that every type of task has its own advantages and disadvantages. Therefore, you
should choose materials/tasks which are appropriate to your purpose of the test.

8. How can we enhance the practicality when designing speaking tests?

The practicality here may be represented by the time or the effort required, the cost, and the scoring
procedure. You should consider if this type of task is easy to score or not, and if it takes a lot of time in
designing, implementing and scoring or not. We all need everything to be perfect, but it is sometimes
impossible. Some tasks are very practical, but not authentic at all.
For example, dictation is practical valid for integrating listening and writing skills, but the authenticity is
questioned because it is rare in real world that people have to write down more than a few chunks of
information at a time. For ex, phone numbers, addresses, directions,…

9. How can we increase the authenticity in oral speaking assessment?

It should be noted that every type of task has its own advantages and disadvantages. Some tasks are
very practical, but not authentic at all while some tasks are very authentic but not practical. For ex,
discussion and conversations are very authentic, but it is not easy to score. We all need everything to be
perfect, but it is sometimes impossible. Therefore, you should choose the tasks which are appropriate to
your purpose of the test and try to balance its authenticity and practicality.

10. Can you give me an example of editing tasks in extensive listening? (Ms. Phung)

Editing is a task which requires test-takers to listen for discrepancies (differences) between what they
hear and what they see and then circle those discrepancies.

For ex, the test-taker may hear: “He is travelling to Singapore” while what is written is “She is travelling
to Singapore”. In this case, test-takers have to circle the word “She”.