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Assessment and Certification  Section Ministry of Education

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Administering Primary 6 English Speaking Test

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The examiner needs to be impartial and unbiased.

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The examiner needs to be reasonable in the technics they are applying.

Do not ask questions that are too advanced for candidates.

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The examiner ensures a constant flow in the conversation with each candidate.

The examiner needs to be reliable and keep a steady flow in conversation.

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The examiner is expected to be optimistic, helpful, encouraging and constructive in their conduct of the test.

The examiner must influence the direction of the conversation.

Candidates do not dictate the flow of the conversation.

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The test is meant to be a conversation between the examiner and the candidate.

The examiner must communicate clearly, accurately and appropriately.

There should be no shouting at the candidates or any show of  impatience.

Information being exchanged needs to be done effectively.

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Vocabulary which may be too advance for the level of the candidates is neither realistic nor positive.

The examiner should employ and control a variety of grammatical structures. They should also demonstrate knowledge of a range of appropriate vocabulary.

A suitable pronunciation of words is also expected.

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Always put your candidates at ease and avoid distracting them.

Always appear interested even in mundane matters.

Never impose your personal views on candidates.

Never correct mistakes done by the candidates.

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Contents of the speaking pack to be opened one day prior to the start of the test.

The test consist of four main parts: The introduction The warm up The preparation time The conversation time

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The examiner must briefly explain to the candidates what will happen throughout the test.

Candidates may ask questions and the examiner must answer and provide clarifications.

Do not answer questions about the content of the speaking cards. An examiner must not reveal what potential topics are on the speaking cards.

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Meant to put the candidates at ease with the exam setting.

Examiners must use this time to get to know the candidates.

Examiners must use the information being presented by candidates to identify a potential speaking topic.

The candidates does not choose the topic.

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card E
The Beach
is considered to be one of the most beautiful countries in the Indian
Ocean.
Discuss this topic with the examiner.
Use the following questions, in the order given to develop the converWtion:
1.
2.
3.
What do you like most about the beach?
Why do you think tourists like the
Do you have a favourite place on any of the in Seychelles?

Examiners can give this topic as the candidate will most likely be able to talk about it.

Examiners must also evaluate the candidates level of English.

Examiners need to be mindful about topics that may be too hard for low ability candidates.

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If  a candidate appears to know what topics are in the list, and keeps talking about something that would force  you  to hand over the topic they want, attempt to redirect the conversation in the warm up, or  by using  the candidates level of English, assign a different topic which you believe the candidates can develop.

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Done after the warm up after the examiner has already handed the topic card to the candidate.

The candidate takes this time to read the topic card and familiarize themselves with the content on the card.

Candidates may ask questions at this point.

However, examiners must be weary not to give details on the card.

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Must I talk about everything on the card?

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Some candidates might ask questions about specific meanings to words or they may seek clarification on a certain prompt on the card.

In these instances, the examiner must avoid answering these types of questions, and instead redirect the candidate.

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Some useful responses to redirect candidates:

I cannot explain the meaning but do not worry we will be covering it as we discuss later on.

Don’t worry about it for now, we will talk about it  later.

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The examiner must keep in mind problematic words or prompts so that they reword it later in the conversation.

Keep it in mind for when you come across it

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No written notes allowed during the preparation stage

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The examiner and candidate talk about contents of the topic card.

Either the examiner or the candidate may start the conversation.

Before conversation starts examiner must indicate the end of the prep time.

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Simple cues to signal the end of the prep time:

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The focus of the conversation should be based on the speaking card.

Do not allow candidates to dictate the conversation by delivering speeches or monologues at any point during the test.

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A key role of the examiner here is to support the candidate by helping to generate discussion and avoid letting the conversation end abruptly.

The candidate should be driven to contribute enough in the conversation that his or her speaking skill can be  assessed.

Since this is the only part being assessed,

must  follow the prompts on the speaking test card closely to lead the conversation where it needs to  flow.

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If the candidates appear to go off topic, it is the examiners duty to steer the conversation back to the topic.

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The conversation must run through the topic card.

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The first two prompts are designed to engage candidates to talk about personal experiences.

Card E
Seychelles
Seychelles iS considered to be one Of the most beautiful countries in the Indian
Ocean.
Discuss this topic with the examiner.
in to the
1. What do you like most about the Seychelles?
2. Why do you think tourists like the Seychelles' islands?

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This prompt moves the conversation into general aspects of the topic.

This invites the candidates to concentrate on the topic as a theme.

3. DO you have a favourite place on any of the Seychelles' islands?

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The last two prompts take the conversation into more sophisticated grounds.

Theg are designed to get candidates to discuss abstract
ideas using higher level language skills.

4. In what ways do tourists help the country?
5. Do you think it is a good idea for the government to let any Seychellois visit
any of the Seychelles Island they want?l
You may provide ideas of your own to expand on these questions.
Remember, you are not allowed to make any written notes.

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Although the conversation should revolve around the  prompts,

the examiner is free to bring forward  prompts

This is done to keep the conversation flowing

In the event a candidate has not fully develop an existing prompt

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if  the candidates is not responding well at some point in the last prompts.

An examiner may find it more productive to put more emphasis on the first 3 prompts.

Especially if the examiner feels the candidate might be too weak for the last two prompts.

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T he  examiner should assess the extent to which the candidate can engage with the more challenging prompts

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The  marking criteria grid caters for candidates with limited responses.

Some  candidates may not be able to read the topic cards in the prep time ,

While  it is expected that the examiner reads the topic card aloud to such a candidate

It  is not required for the examiner to provide any answers to the candidate by filling gaps in the candidates responses, or by leading the candidates to a response.

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The guide to awarding marks to candidates.

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The mark allocations are divided into 3 areas

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The Speaking Test Criteria Grid
mark)
Candidate was difficult to
and a
hard tirne
deas and resWnses
b«ause Of grammar
Candidate was difficult to
quet in
unc:kar
pronunciatim.
Candidate had
express his/her deas
hütdered
the candidate
respondirv.
Candidate had
the
and
were &scussd
Sgeech very slow.
stumEing. nee.•ous. and
uncertain with
for short or
trernorited
Diffeutt fae a Este•ner to
(2•3 marks)
Candidate was to
express ideas ard
responses fairtv well but
made mistakes with
tenses. however was
ta correct themselves.
Pronunciation was fairw
did not iraerfere
rnuch with
Candidate utilized
vacabuOrv in a fairtv
accurate manner to the
situation
Candidate was able to
comprehend and respond
to rnost of the questions
and to*s were
discussed.
Speech is fairtv but
with sorne hesitation and
grimaritv
and groping for words.
m*ks)
Candidate was to
express ideas ard
responses with ease
sertence
structure and tert*s.
Pronunciation was very
dear and easy to
Rkh. and
inuressive Of
s.xxabubrv wor ds
karned in beyond of
Candidate was able to
comprehend and
respond to all of the
mrstims and the topks
were being
discussed wth ease.
Speech effort*ss md
smooth wfth sped that
comes to that a

The marking criteria grid is well detailed, and displays information to guide the examiner into allocating the right mark to the candidate.

Examiners should always refer to the criteria grid when awarding marks.

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The examiner must take as much time as necessary to complete the relevant documents

G oing  over any notes they may have made during the test which will help in awarding marks to the  candidate.

R eflecting  on the appropriate mark to award a  candidate.

C omplete  the speaking test summary  form.

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It is the special form examiners use to record their candidates grades.

The information entered on the form must be  accurate.

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The  5 areas of grading including the total mark from all 5 areas

The  letter corresponding to the speaking test card chosen for each specific candidate

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The  purpose of this part of the form is to ensure that all the marks are inserted properly and counted accurately.

The last column on the form, entitled ‘internal moderation’ is meant to be completed by a  moderator.

In  some  cases it  can be another examiner or a  supervisor.

It’s always a good idea to do all calculations on a trusted calculator.

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At the end of the form, all examiners must sign and date the document.

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The information on the forms must be submitted to the Assessment & Certification Section on the same day the examiner finishes their last  candidate.

All  schools must send this information in a sealed envelope, ensuring that the contents of the form are not leaked out.

The Speaking Test Summary Form should not remain in schools after the speaking test has ended.

This can be done at the end of the English Speaking Test week.

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All materials should remain safely locked at school when not in use.

At the end of each day, all topic cards and test summary forms should be handed over to the head teacher.

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Ensure no other person is present in the room during the speaking test

Only a supervisor, assistant supervisor or a representative of the Assessment & Certification Section can be allowed in the room.

Ensure there are no notes or dictionaries in the room.

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Don’t let the candidates choose the topic card

Do not choose  s peaking cards at random or in repeated patterns

Do not place all your paper work on the table in front of the candidates

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The test is one of spoken language not  subject Knowledge .

I f  it becomes apparent that  the candidate  finds  the topic  difficult or  inappropriate, it is perfectly permissible  to move into  more productive  areas

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Be mindful of the time. Have a clock placed in the room or use your watch

Take your time to complete the summary form before summoning the next candidate

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For additional assistance or information, please do not hesitate to contact

The  Assessment & Certification Section on

4283215 for the Chief Assessment & Certification Officer

Assessment and Certification Section Ministry of Education

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