ERIC Number: ED279154
Record Type: RIE
Publication Date: 1985-Jul
Reference Count: 0
Avoiding Teacher-Tester Burn-Out in Oral Testing.
Giauque, Gerald S.
The oral proficiency interview should be administered infrequently, but there are other measures than can be used between interviews to maintain oral proficiency and achievement as the organizing principles of instruction while placing fewer demands on the teacher/tester. One such measure is a semi-direct procedure that has two steps. First, students simultaneously follow written instructions, answer written questions, and record their responses on tape without stopping the recording. The students then rewind their tapes and transcribe exactly their responses. The tester listens to the tape and corrects the transcript, scoring the student's performance on the basis of errors uncorrected by the student, errors corrected by the student, pronunciation errors, and errors in accent marks. The method is accurate, reduces stress on the tester, allows measurement of overall performance while forgiving momentary lapses, and tests speaking, writing, and listening comprehension. Graduate students can administer and score it. Its disadvantages are that the mechanical aspect can be intimidating to some students, the test can not be personalized, and it requires a language laboratory with dual tracking capabilities. The method of administering the test can and should vary, but frequent oral testing is useful in reinforcing the principle of oral proficiency. (MSE)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: A shorter version of this paper was presented at the Annual Meeting of the American Association of Teachers of French (Montreal, Canada, July 1985).