Section outline

◄Topic 2
►Topic 4


  • Now that you have read the Speaking Assessment Criteria Grid, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the moderator comments and marks.

    Please note: Information about the candidate and centre has been removed from the start of the recording to protect the identity of the candidate, however it is very important to include this information when submitting audios for moderation.



    • High level response 1

      • Listen to high level response 1

    • Moderator comments

      Conduct of the test:
      Introduction: The examiner introduces the test with the candidate number and name.

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate.

      Part B: (Warm up) Adequate time is given (2’05”). Having introduced the idea of working while you study, the candidate does not show a particular interest in this topic, so it is not necessarily the correct choice for the candidate. The aim of the warm up is to seek out a productive topic for discussion by focusing on candidates' interests, hobbies, and life outside school. The examiner asks about the candidate’s life outside school, but does not use this information to select a suitable speaking assessment card.

      Part C: (Preparation time) Adequate time is given (2’20”). The speaking assessment card is not announced.

      Part D: (Assessed discussion) Adequate time is given (6’47”) and all prompts are used. The examiner invites the candidate to start and the candidate then works her way through prompt 1 without intervention by the examiner. The examiner suggests some jobs for prompt 2: babysitting, taking care of pets, working in a university library, but doesn't really listen to the candidate’s response.

      Structure:
      The candidate uses a range of structures accurately and consistently, and is generally in control of the structures used. There are a few minor slips. “So many people have a job while studying at school or university.”, “I think the kinds of jobs that students could do could range between, like, a cashier, or could be volunteering; not sure that counts though.” , “…it’s not like going out in the real world.”, “…wouldn’t know how to deal with it.” In response to prompt 4 – “Time, absolutely first thing, a lot of people struggle with time, not only do they get so much homework and studying in tests and stuff …”. The candidate could achieve full marks by using a wider range of verb tenses and linking devices.
      Mark awarded = 9 out of 10

      Vocabulary:

      The candidate uses a sufficient range of vocabulary to respond with precision. Shades of meaning are achieved and some sophisticated ideas are communicated. Examples of vocabulary used are: ‘clashing activities’, ‘chaotic’,’ mentally drain and exhaust them’,’ be exposed to all kinds of inappropriate stuff, ‘dropping out’, ’carefree’’. The candidate could achieve full marks by building on her wide range of vocabulary and finding synonyms for ‘stuff’.
      Mark awarded = 9 out of 9

      Development and fluency:
      The candidate shows sustained ability to maintain a conversation (and contribute) at some length. The candidate responded well to a change in direction by the examiner after prompt 2 and prompt 3, demonstrating the ability to expand and develop the topic and contribute original ideas. Her pronunciation and intonation are clear but there is slight hesitation in her response.
      Mark awarded = 9 out of 10

    • Moderator comments (whole test)

      How the examiner performance could improve: 
      The examiner should avoid introducing the examination topics in the warm up and then steering the candidate towards the topic. The examiner should use the responses given by the candidate to general questions in the warm up to choose an appropriate speaking assessment card. In Part D, the examiner should intervene and respond to the candidate’s ideas by asking open relevant questions in order to extend the discussion, rather than allowing the candidate to deliver ‘long turns’.
       
      How the candidate performance could improve:
      The candidate should avoid repetition and use a wider range of vocabulary. The candidate should try to extend her responses by using linking devices to introduce new ideas on the topic.

      Common mistakes and misconceptions:

      Examiners should not allow candidates to deliver monologues or 'long turns'. They should engage in the conversation with the candidates by making comments and asking open questions.  

      Total mark awarded = 27 out of 30


    • High level response 2

      • Listen to high level response 2

    • Moderator comments

      Conduct of the test:
      Introduction: The examiner introduces the test with the candidate number and name. 

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate.

      Part B: (Warm up) This part is a little short (1’43”). The examiner asks about the candidate’s hobbies and life outside school. An appropriate speaking assessment card is chosen as the candidate says she enjoys writing.

      Part C: (Preparation time) This part is short (1’04”). The candidate says she is ready to start; the examiner should insist on her taking more time.

      Part D: (Assessed discussion) Adequate time is given (6’48”) and all prompts are used. This part of the test is conducted reasonably well.

      Structure:
      The candidate uses a range of structures that are generally accurate (and used) with some confidence. Errors will occur when attempting to use more complex sentences. For example, “I prefer to do it by hand because, for me, I don’t know, it’s the inspiration comes faster and it’s more easy, but … it’s more, like, personal.”, “She’s always with her Ipad and she takes notes of the class always in the Ipad, but when she is going to wrote/write something personal, she always do it with a paper.” 
      Mark awarded = 7 out of 10

      Vocabulary:
      The candidate uses a sufficient range of vocabulary to convey information and ideas with competence and some confidence: ‘the planet is dying’, ‘inspiration’, ‘content’, ‘waste’.
      Mark awarded = 7 out of 10

      D      evelopment and fluency:
      The candidate maintains a competent conversation, responding at length using some original ideas. Frequent prompting is unnecessary. The candidate responded less well to the more abstract ideas in prompts 4 and 5, “…because of how you write, they can say a lot of you.”, “… information and studies will all be by computer”. Pronunciation and intonation are not always clear.
      Mark awarded = 7 out of 10

    • Moderator comments (whole test)

      How the examiner performance could improve:

      The examiner could improve by spending a little more time on the warm up and insisting on the candidate taking the full time for Part C. She should also avoid finishing the candidate’s sentences.

      How the candidate performance could improve:
      The candidate should work on improving her pronunciation and intonation. She should also slow down her speed of delivery slightly in order to improve accuracy. She should focus on the accurate use and formation of verb tenses, increase her vocabulary range and avoid the use of ‘like’. The candidate could improve her marks by focusing on subject/verb agreement and using a wider range of linking words and verb tenses. The candidate should increase her range of vocabulary by learning lists of words connected with everyday topics, e.g. jobs, travel, technology, etc. and then asking a friend to ask her questions on the topic. The candidate would benefit from practising supporting responses with examples.

      Common mistakes and misconceptions:
      Candidates are not required to demonstrate any knowledge in any area as candidates are assessed on their speaking skills rather than their subject knowledge. Therefore, they are not expected to provide 'correct' answers but to show they can talk about a range of topics. 

      Total mark awarded = 22 out of 30

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►Topic 4