Date
Thursday 1 July 2021

The assessment of speaking is a significant challenge for teachers, particularly those more accustomed to teaching the receptive skills of Listening and Reading. Across the world, the demand for higher levels of assessment literacy among teachers and other assessment practitioners is increasing, and How Language Assessment Works has been created for those currently lacking the knowledge, skills and abilities required to design, develop, maintain or evaluate, large-scale standardised and/or classroom-based tests. 

The Speaking module - as with the modules in Reading, Listening and Writing - has been devised to create a launchpad from which the participants can begin to acquire the key skills and abilities needed to assess speaking effectively. Knowledge of assessment literacy is crucial to this approach, so this module will draw participants’ attention to the principles and concepts that guide and underpin speaking assessment practice. More specifically, the workshop will focus on a range of test settings and tasks, as well as an analysis of the rating scales that are used for the FCE and IELTS tests. 

Participants will be encouraged to reflect on the suitability of different rating scales for different settings. Additionally, participants will be given time, in groups, to consider the assessment of speaking in their context, which will give them the opportunity to apply the principles and practices learned in the workshop to create a Speaking assessment for a specific group of learners.

Presenter

Christopher Redmond

Workshop Presenter - Assessment Solutions Consultant, East Asia Assessment Solutions Team , British Council

Working closely with teachers, Christopher has developed and delivered numerous teacher-training workshops on the subject of language assessment. Moreover, he has taught in public and private institutions in Ireland, South Korea and Mainland China, and has also delivered presentations and workshops in Hong Kong, Russia, Malaysia and Japan. He received an MA in Applied Linguistics and TESOL from the University of Leicester and has written articles for publications such as Modern English Teacher.