Listening and speaking are skills that are intimately related and are usually used more frequently in day-to-day life than reading and writing. Speaking assessment, as with listening assessment, involves both micro- and macro-skills and exists in increasingly involved types or levels. Imitative speaking represents the simplest side of the spectrum and extensive speaking, or monologue sits at the other, complex end.
Speaking is a skill that I frequently assess informally in class through repetition, read-aloud, and solicitation of responses from my students. When I assess the skill in a more formal fashion, I may have the students conduct simple interviews, create a skit to role-play, or in some other way. I might have my students play an adapted form of "Guess Who?" or have students direct a blindfolded student partner to an "goal" in the classroom. The greatest challenge to speaking assessment and speaking in general is getting students over their fear of mistakes. I try to remain positive and encouraging, to start them with short and simple responses and build them up to being able to say sentences, give directions or ask questions. I have learned over the years not to correct everything that might be wrong with what they say because if I crush speaking confidence it is very hard to coax up again. Instead I try to re-model pronunciation or grammar for them.
I agree that listening is actually a skill. I have experienced students being afraid to speak up or when they make a mistake they are ashamed. Being positive, provide encouragement, and most of all being patient helps the student build confidence in their speaking.
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