6 Assessing productive and interactive skills Personal refl ection

Writing Task 1 from Versant Pro – 
Writing (www.VersantTest.com)
Figure 6.6
 
Writing Task 1 from Versant Pro – Writing
Source: © Pearson Education Inc., 2012, or its affi liates

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162
 Part 
II
Writing Task 2 from the Pearson Test of English General: 
Level 3

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Assessing productive and interactive skills 
163
Figure 6.7
 
Writing Task 2 from the Pearson Test of English General: Level 3
Source: © Pearson Education Inc., 2012, or its affi liates

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164
 Part 
II
Task 6.7
Speaking tasks
Here are three speaking tasks.
Describe them in terms of Bachman and Palmer’s (2010) task characteristics 
framework. What are the main differences between them?
What kinds of response would you expect assessees to give to each?
Speaking Task 1 from Cambridge English Language 
Assessment: 
Cambridge English: Movers
 
(www.cambridgeenglish.org)
The examiner tells the child the name of the story and describes the fi rst 
picture – e.g., ‘Fred is sad. He can’t play football. His ball is very old. His 
mum’s saying, “Take the dog to the park.”’ The examiner then asks the 
child to continue telling the story.
Figure 6.8
 
Speaking Task 1 from 
Cambridge English: Movers
Source: Cambridge English Language Assessment (2010) 
Cambridge Young Learners 
Tests Sample Papers
, pp. 37–38

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Assessing productive and interactive skills 
165
Speaking Task 2 from the Versant Aviation English Test 
(www.VersantTest.com)
Figure 6.9 
Speaking Task 2 from the Versant Aviation English Test
Source: © Pearson Education Inc., 2012, or its affi liates

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166
 Part 
II
Speaking Task 3 from Cambridge English Language 
Assessment: 
Cambridge English Business English Certifi cates 
Handbook for Teachers
 (www.cambridgeenglish.org)
This is an example of a test that uses an 
interlocutor frame
or partial script 
to control what the examiner says to the assessee. The words spoken by 
the examiner are shaded.

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Assessing productive and interactive skills 
167
Figure 6.10
 
Speaking Task 3 from 
Cambridge English: Business
Source: based on Cambridge English Language Assessment (2012) 
Cambridge 
English Business English Certifi cates Handbook for Teachers
, pp. 78–79

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Document Outline

• PART II
  • 6 Assessing productive and interactive skills
    • Defining productive and interactive language abilities
    • Purposes for assessment
    • Assessment design
    • Speaking tasks
    • Task review
    • Trying out material
    • Scoring performance
    • Score reporting and feedback
    • Standard setting