Section outline
-
Now that you have read the Speaking Assessment Criteria Grids, 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 examiner comments and marks below.
Please note: Information about the candidate and centre has been removed from the recording to protect the identity of the candidate.
-
- Whole test - click to listen
Transcript and commentary
Example candidate response transcript – high
Role play card 5 transcript
Teacher/examiner: Ke manakah kita nak pergi hari ini? [The teacher/examiner reads the first question exactly as printed.]
Candidate: Pada hari ini, kita perlu pergi ke kedai telefon kerana saya hendak membeli telefon pintar yang baharu. [An appropriate asnwer. The candidate can be awarded 2 marks even if the answer was short and brief. For example, ke kedai telefon]
Teacher/examiner: Mengapakah awak perlukan telefon pintar baharu? [The teacher/examiner reads second question exactly as printed.]
Candidate: Saya perlu telefon pintar baharu kerana telefon saya telah rosak semasa saya jatuh. [An appropriate answer.]
Teacher/examiner: Ok. Apakah yang akan berlaku kepada telefon pintar lama awak? [The teacher/examiner gives a brief reaction and then asks the third question exactly as printed.]
Candidate: Saya akan memberi telefon pintar lama saya kepada ..kaha…kawan saya yang perlu telefon lain. [An appropriate answer, with slight hesitation and error in pronounciation which the candidate self corrects.]
Teacher/examiner: Ok. Apakah fungsi-fungsi yang awak ingin daripada telefon baharu ini? Mengapa? [The teacher/examiner does not mark the pause in the script. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second question provided after the pause.]
Candidate: Dalam telefon baharu saya, saya ingin telefon yang ada kamera yang baik. Hal ini demikian kerana saya suka mengambil gambar dan meletakkan di atas sosial media. [An appropriate answer, with a minor error in preposition and word order of "social media" that does impede communication.]
Teacher/examiner: Pernahkah awak gunakan telefon pintar untuk belajar? [The teacher/examiner reads the first part of the question and marks the pause in the script to give the candidate time to answer.]
Candidate: Ya. [A brief, appropriate answer.]
Teacher/examiner: Bagaimana? [The teacher/examiner reads the second part of the task.]
Candidate: Saya menggunakan laman web untuk mencari maklumat yang saya perlu untuk belajar dan saya juga menggunakan dictionary, kamus di atas website untuk mencari makna-makna kosa-kata yang saya tidak faham. [An appropriate answer, with a minor error in using an English word "dictionary" which candidate then self-corrects to "kamus" and the use of the word "website" that does not impede communication.]
Teacher/examiner: Ok. End of role play card. Topic conversation starts. [Clear end to the role play and transition to the first Topic conversation.]
Topic conversation 1 transcript - Topic 2 Waktu lapang (Sukan)
Teacher/examiner: Topik 1, topik Waktu lapang. [Clear announcement of the first topic.]
Teacher/examiner: Apakah aktiviti sukan kegemaran anda? [The teacher/examiner reads the first question exactly as printed.]
Candidate: Aktiviti sukan kegemaran saya ialah badminton. Saya suka bermain badminton kerana badminton membawa banyak faedah kepada saya. [The candidate gives a well-developed response including a reason for his answer and uses a connector to explain his answer.]
Teacher/examiner: Biasanya dengan siapakah anda akan membuat aktiviti sukan ini? [The teacher/examiner reads the question exactly as printed.]
Candidate: Biasanya saya dengan adik saya akan membuat aktiviti sukan badminton pada..ming.. hari Sabtu pada setiap minggu. Kita sangat suka badminton kerana kita boleh mengeratkan hubungan antara kita. [The candidate gives a well-developed response despite an error in using the pronoun kita instead of kami.]
Teacher/examiner: Sudah berapa lamakah anda bermain sukan ini? Siapakah yang memperkenalkan sukan ini kepada anda? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]
Candidate: Saya telah bermain badminton selama 5 tahun. Badminton ini dikenalkan kepada saya oleh ibu bapa saya. Saya tengok bapa saya bermain badminton semasa saya kecil sekali dan saya sangat berminat dalam sukan ini. [A clear answer in the correct time frame for the first part. The candidate is able to give extra relevant details in the second part despite slight prefix and verb errors that do not impede communication.]
Teacher/examiner: Pada pendapat anda, megapakah aktiviti sukan boleh merapatkan hubungan? [The teacher/examiner asks the question exactly as printed.]
Candidate: Pada pendapat saya, aktiviti sukan boleh merapatkan hubungan kerana kita mengeluarkan masa bersama-sama dengan orang lain. Dalam mengeluarkan masa bersama-sama, hubungan antara kita akan menjadi lebih baik. Saya juga dapat berbual-bual dengan adik saya dan keluarga saya semasa kita bermain badminton. Dan oleh itu, kita boleh tahu lebih banyak tentang adik-adik dan keluarga saya. Saya….Semasa bermain badminton, kita juga dapat mengkenalkan orang….orang yang lain dengan cepat kerana kita boleh mengeluarkan masa bersama-sama. [A very well-developed answer with opinions, examples and explanations. There is a good variety of vocabulary although some of the words are a little repetitive. The pronoun error of using kita instead of kami, vocabulary error of mengeluarkan masa instead of meluangkan masa and the error in prefix do not impede communication.]
Teacher/examiner: Apakah aktiviti sukan yang lain yang anda ingin cuba pada masa hadapan? Mengapa? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]
Candidate: Pada masa hadapan, saya ingin cuba sukan basketball, err, bola keranjang. Hal ini demikian kerana saya sentiasa tengok orang-orang yang terkenal di atas tv yang bermain basketball, bola keranjang. Selain itu, saya juga suka bola keranjang kerana kita perlu ada semangat perpaduan dalam bermain dalam pasukan dan kita juga boleh mencegah penyakit semasa bermain bola keranjang. Penyakit seperti obesiti dan lain-lain yang bahaya kepada kita boleh dicegah dengan senang semasa bermain bola keranjang. [A well-developed answer with opinions and justifications. The candidate is able to switch from a future to a past time frame. He self corrects basketball to bola keranjang successfully. There are few minor errors that do not impede communication.]
Teacher/examiner: Ok. Topic conversation 2 starts. [Clear ending to Topic conversation 1 and transition to Topic conversation 2. There is no need to add up to two further questions as the conversation has lasted around 4 minutes.]
Topic conversation 2 transcript – Topic 5 Hari Peravaan
Teacher/examiner: Topik Hari Perayaan. [Clear announcement of the second script.]
Teacher/examiner: TApakah perayaan istimewa yang anda dan keluarga anda sambut? [The teacher/examiner reads the first question exactly as printed.]
Candidate: Perayaan istimewa yang keluarga dan saya sambut ialah Perayaan Tahun Baru Cina. [Clear straightforward answer. The teacher/examiner interrupts the candidate while the candidate is trying to elaborate on his answer. The teacher/examiner should give the candidate time to elaborate and not interrupt the candidate.]
Teacher/examiner: Bilakah perayaan ini disambut? [The teacher/examiner reads the question exactly as printed.]
Candidate: Perayaan ini disambut semasa Februari, bulan Februari.. dan..ya? [As this is quite short, straightforward answer, the teacher/examiner could have asked an extension question to encourage a fuller response.]
Teacher/examiner: Ceritakan tentang pengalaman terakhir anda menyambut perayaan ini. Apakah bezanya dengan hari-hari biasa? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]
Candidate: Kali terakhir saya menyambut perayaan ini, saya balik ke kampung saya untuk menjumpa saudara-saudari saya di kampung. Kami mendapat ang pao dan kita pada malam, waktu malam kita makan bersama-sama dengan makanan yang sangat sedap. Berbanding dengan hari… hari biasa, saya tidak sentiasa makan dengan semua keluarga saya. Hal ini demikian kerana kita tidak ada banyak masa untuk makan makanan bersama-sama. [A well-developed answer with opinions and justifications. The candidate is able to switch from past to present time frame. He self corrects successfully. There are some minor errors that do not impede communication.]
Teacher/examiner: Ok. Pada pendapat anda, mengapakah sambutan perayaan boleh merapatkan hubungan kekeluargaan? [The teacher/examiner reads the question exactly as printed.]
Candidate: Pada pendapat saya, hari perayaan boleh merapatkan hubungan kekeluargaan kerana kita dapat berbual-bual semasa makan bersama-sama. Selain itu, kita juga mengeluarkan masa bersama-sama semasa makan untuk memahami keluarga dengan lebih baik. Kita juga dapat gembira semasa makan bersama-sama kerana kita berbual-bual tentang perkara yang baik. [A very well-developed answer with opinion and explanations. Vocabularly error again of mengeluarkan masa instead of meluangkan masa. ]
Teacher/examiner: Ok. Apabila anda dewasa nanti, adakah tradisi perayaan ini akan dikekalkan seperti sekarang? Mengapa? [The Teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the Teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]
Candidate: Apabila saya menjadi dewasa, saya hendak mengekalkan tradisi ini kerana saya berasa bahawa aktiviti perayaan Tahun Baru Cina sangat berfaedah kepada keluarga saya. Contohnya, kita akan mengeratkan hubungan semasa makan dan melihat ahli-ahli saudara-saudari kita yang kita tidak sentiasa dapat lihat. Dengan itu, kita akan belajar cara-cara untuk berkomunikasi dengan orang yang baru. [A very well-developed answer with opinion and explanations. The candidate uses the future time frame accurately.]
Teacher/examiner: Ok. Di manakah kamu menyambut Tahun Baru Cina yang lepas? [The teacher/examiner asks a further question. However, this question is similar to the third question asking about the candidate's experience during the last celebration.]
Candidate: Pada Tahun Baru Cina yang lepas, saya balik ke kampung saya iaitu Tampin yang diletak di Malaysia. [Clear, straightforward answer.]
Teacher/examiner: Okay. End of test. [The teacher/examiner ends the conversation and the exam.]
- Whole test - click to listen
-
Moderator comments - Role play
Conduct of the testThe teacher/examiner does not pause between questions as per indicated on the role play card instructions.
The teacher/examiner should have given brief reactions to the candidate's answers before continuing to the next question to make the conversation flow smoothly.
Candidate response
Mark awarded for task 1 = 2 out of 2
Mark awarded for task 2 = 2 out of 2
Mark awarded for task 3 = 2 out of 2 There is a slight hesitation and pronunciation error which candidate corrects.
Mark awarded for task 4 = 2 out of 2 There is a minor error in preposition and word order of "social media" but it does not impede communication.
Mark awarded for task 5 = 2 out of 2 The candidate uses an English word but then corrects. They use the word "website" but it does not impede communication.
Total mark awarded = 10 out of 10
Moderator comments - Topic conversationsTopic 2: Waktu Iapang (Sukan)Topic 5: Hari Peravaan
Conduct of the test
The teacher/examiner does not pause between questions as per indicated in the script. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part after the pause.
There was a clear ending to the first topic conversation and transition to the second topic conversation. There was no need to ask the two further questions because the conversation lasted around 4 minutes.
The teacher/examiner interrupts when the candidate is answering a question or trying to elaborate on the answer. Teacher/examiners should give candidates time to elaborate and finish their answer.
The teacher/examiner does not ask an extension question when the candidate gives short responses to the questions. They should ask an extension question to encourage a complete response.
The Further question at the end is very similar to the questions already asked.
Candidate response
The candidate gives well-developed responses and is able to give extra details, examples and explanations when needed. The candidate is able to switch from a future to a past time frame. They use a good variety of vocabulary although some of the words are a little repetitive.
There are few minor errors in pronunciation and vocabulary but they do not impede communications.
Mark awarded for Communication = 15 out of 15
Mark awarded for Quality of Language = 15 out of 15
Total mark awarded = 30 out of 30
Moderator comments - Whole testHow the teacher/examiner performance could improve
When there is a pause in the script, the teacher/examiner should let the candidate answer the first part and then ask the second question provided after the pause.
The teacher/examiner should not interrupt when the candidate is answering a question or trying to elaborate on the answer.
The teacher/examiner should ask an extension question to encourage a fuller response when the candidate gives a short response to the questions.
Further questions should not be a repeat of the questions already asked.
How the candidate performance could improve
For role plays, short and appropriate answers are preferable to avoid errors leading to ambiguity. Candidates can be awarded 2 marks for short answers.The candidate was not aware of the difference between the two pronouns kita and kami. The first is us including the listener and the second isn't.The candidate used mengeluarkan masa instead of meluangkan masa which was a prefix error and did not impede communication.