Direct Spoken English Testing Is still a Real Challenge to be Worth Bothering About

Al-Amri, Majid N.

doi:10.5539/elt.v3n1p113

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Holistic and analytic scoring are two approaches to evaluate the oral proficiency which are commonly utilized for assessment (Al-Amri, 2010;Goh & Burns, 2012;Sarwar, Alam, Hussain, Shah, & Jabeen, 2014;Xi, 2007). The holistic scoring can be additionally alluded to as impressionistic or worldwide scale (Pan, 2016).…”

Section: Literature Review 21 Approaches To Assessing Speaking Skillsmentioning

confidence: 99%

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

Namaziandost¹,

Ahmadi²

2019

ALR Journal

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It is an acutely hard and intricate matter to assess the skill of speaking. Holistic and analytic scoring are usually utilized as two methods of testing the speaking performance. In the current study, these two methods of evaluating the spoken proficiency were examined in depth. English speaking skills of a total of 70 subjects, who were Iranian third-grade university EFL learners, were assessed by an interlocutor and an assessor. The interlocutor carried out the holistic scoring while the assessor conducted the analytic scoring. Categories within the analytic scoring comprised of content and organization, pronunciation, vocabulary, and grammar. The analytic average for the four criteria was 3.396, while the holistic scoring mean was 3.628. The findings revealed that there existed a statistically significant difference between the holistic and analytic methods of assessment as the p-value was calculated at 0.002 (p < 0.05). It is, thus, suggested that applying both techniques of scoring in the assessment process might be regarded suitable as they seem to supplement each other, and together help towards more comprehensive assessment.

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Section: Literature Review 21 Approaches To Assessing Speaking Skillsmentioning

confidence: 99%

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

Namaziandost¹,

Ahmadi²

2019

ALR Journal

View full text Add to dashboard Cite

show abstract

“…Two ways of evaluating spoken proficiency are normally used for assessment, namely holistic and analytic scoring (Al-Amri, 2010;Goh & Burns, 2012;Sarwar et al, 2014;Xi, 2007). The holistic scoring can be also referred to as impressionistic or global scale (Pan, 2016).…”

Section: Ways Of Assessing Speaking Skillsmentioning

confidence: 99%

Comparing Holistic and Analytic Ways of Scoring in the Assessment of Speaking Skills

Metruk¹

2018

ESPEAP

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of testing oral performance are usually applied: holistic and analytic scoring. In the present study, these two ways of evaluating the spoken proficiency are explored in order to examine the relationship between them. English speaking skills of a total of 50 subjects, who are Slovak university EFL (English as a foreign language) students, were assessed by an interlocutor and an assessor. The interlocutor conducted the holistic scoring, while the assessor performed the analytic scoring. Categories within the analytic scoring consisted of content and organisation, pronunciation, vocabulary, and grammar. The overall average for the four criteria was 3.32, while the holistic scoring mean was 3.56. The results demonstrate that there exists a statistically significant difference between the holistic and analytic ways of assessment as the p-value was calculated at 0.001 (p < 0.05). It is, therefore, suggested that employing both ways of scoring in the assessment process might be considered appropriate as they appear to complement each other, and together contribute towards more objective assessment.

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“…Last but not least, in terms of the disadvantages, oral assessment is time consuming and quite challenging to manage (Joughin, 2010;Al-Amri & Yanbu, 2010;Purwanto, 2013;Davis & Karunathilake, 2005). Teachers will generally perform oral assessment to the students one by one, which will take a lot of teaching time, especially in classes with large numbers of students.…”

Section: Advantages and Disadvantages Of Oral Assessmentsmentioning

confidence: 99%

Oral Assessments at English Education Department of Universitas Muhammadiyah Yogyakarta

Sorohiti

2016

ftl

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Various types of oral assessments such as interviews, presentations and group discussions have commonly been applied at English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY) to measure students' speaking ability. This research aims to identify both advantages and disadvantages found in the oral assessments applied at EED UMY based on students' perspectives. The data were collected using in-depth interviews to six EED UMY students who had taken speaking classes for two semesters. They were interviewed to explore their perception on the advantages and disadvantages of the oral assessments they had taken. The findings of this research show that the participants perceived that the oral assessments motivated the students to speak, provided direct feedback, improved students' speaking ability, developed students' communication skills, increased students' self-confidence, and enabled students to share ideas. On the other hand, in addition to insufficient time allocation, the participants also revealed that increased nervousness frequently occurred during oral assessments.

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Direct Spoken English Testing Is still a Real Challenge to be Worth Bothering About

Cited by 7 publications

References 10 publications

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

Comparing Holistic and Analytic Ways of Scoring in the Assessment of Speaking Skills

Oral Assessments at English Education Department of Universitas Muhammadiyah Yogyakarta

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