The main purpose of the tests in Speakout is to enable teachers to identify learners' strengths and weaknesses, and assess whether remedial teaching is necessary. It is also envisaged that the tests will give learners a sense of progress and achievement which will motivate them to continue learning. Speakout provides both teachers and learners with a comprehensive range of evaluation and testing materials.

Types of Test

There is a one-page Quick Check Test for each unit of the Students' Book. These tests contain between six and eight exercises which focus on the specific grammar, vocabulary, pronunciation and functional language covered in that unit. As the title suggests, these tests are deliberately short, and are designed to give both teachers and students immediate feedback on their understanding and assimilation of the key language in each unit.

The three-page Progress Tests are placed at regular intervals, after every two or three units of the Students' Book. The progress tests are more extensive than the Quick Check Tests and are designed to check both language and skills development in the previous two or three units of the book. In addition to grammar, vocabulary and functional language, the progress tests include reading, listening, speaking and writing sections. Progress tests are oriented towards the Cambridge ESOL suite of exams for KET, PET and FCE levels. They contain task types from these exams which will provide students with an introduction to exam requirements.

The four-page Mid-course and End of Course Tests build on the progress tests and are more extensive. They are designed to check the language and skills covered in each half of the Student's Book. They also contain task types from the Cambridge ESOL suite of exams.

Test Administration

A and B versions of all the tests are provided. Students can be divided into two groups when taking the tests or version B can be used for remedial work.

Time allocation

The time allocation given for each test is approximate and will depend on the strengths and weaknesses of each class. The suggested timings are:

• Placement Test: 30-60 minutes (depending on the entry point)

• Quick Check Tests: 20-30 minutes

• Progress Tests: 45-60 minutes

• Mid and End of Course Tests: 60-90 minutes

The Listening and Pronunciation sections of the Progress and Mid/End of Course Tests should be administered first. Students are then free to complete the rest of the test at their own pace. The recordings for both A and B tests are the same but the tasks are often different. Play each recording twice.

Marking and Grading

Most tasks test specific points. Students have to give the correct answer to get full marks. However, flexibility is built in so that credit can be given to answers that are not wholly correct. For example, if a student makes a spelling mistake in a grammar question, half marks could be given at your discretion. The important thing is to be consistent with the awarding of marks for all students.

The following scale of grading is suggested:

Excellent	A	90% +
Very good	B	70-89%
Good/Pass	C	60-69%
Borderline	C-	50-59%
Fail	D	Less than 50%

Writing tasks

There are two writing tasks in each of the Progress and Mid/End of Course Tests. The first task is designed to test the writing sub-skills taught in the Students' Book, such as punctuation and linking words. The second task allows students to express themselves more freely in a piece of extended writing.

The following assessment criteria are suggested when grading the final writing task:

• accuracy and range of structures and vocabulary, including spelling = 5 marks

• task achievement (relevant information) and text organisation (linking of ideas at sentence and paragraph level) = 5 marks

Speaking tasks

No specific oral tests for assessing students' speaking skills are included in the Speakout tests. However, this can be done in the classroom in two ways: via ongoing assessment during freer speaking activities and/or formal assessment at regular intervals. Formal assessment can be carried out by students in groups of three. They are given collaborative tasks, such as those provided in the Speakout sections of the Students' Book. Teachers monitor each group separately and award marks out of 10 according the following criteria:

• accuracy/range of language, including pronunciation = 3 marks

• fluency: speed and level of hesitation, use of linking devices = 3 marks

• interaction: turn taking, initiating, responding and maintaining the conversation = 2 marks

• task achievement: conveying the message, coherence, the use of relevant language and completion of the task = 2 marks

It is of course also possible to carry out one-to-one assessment of the students' speaking skills if time allows.

Overview of Testing Materials

PHOTOCOPIABLE © Pearson Education Limited 2011 2

---