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I believe that the taped test method is very practical when it comes to testing large
numbers of students where the examiner would not have enough time to assess each one
of them individually. However, the problem lies in not having enough language labs in
some institutions which, in turn, creates a big difficulty for testers.
Conclusion:
Previous literature on classroom testing
of second language speech skills provides
several models of both task
types and rubrics for rating, and suggestions regarding
procedures for testing
speaking with large numbers of learners. However, there is no
clear, widely disseminated consensus in the profession on
the appropriate paradigm to
guide the testing
and rating of learner performance in a new language, either from second
language acquisition research or from the best practices of successful teachers. While
there is similarity of descriptors from one rubric to another in professional publications,
these statements are at best subjective. Thus, the rating of learners' performance rests
heavily on individual instructors' interpretations of those descriptors (Pino, 1998).
In spite of the difficulties
inherent in testing speaking, a speaking test can be a
source of beneficial backwash. If speaking is tested, unless it is tested at a very low level,
such as reading aloud, this encourages the teaching of speaking in classes.
In
my opinion, testing speaking skills could be a very interesting experience, and
it gives teachers an opportunity to creative in selecting the test items and materials.
Moreover, it has a great impact on students by making them enjoy taking the test and feel
comfortable doing so if the teacher chooses the materials that interest their students and
that is suitable to their age and levels of knowledge.