An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12
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Publication Date
2017-04Journal Title
Learning and Instruction
ISSN
0959-4752
Publisher
Elsevier
Volume
48
Pages
51-60
Language
English
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Mercer, N., Warwick, P., & Ahmed, A. (2017). An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12. Learning and Instruction, 48 51-60. https://doi.org/10.1016/j.learninstruc.2016.10.005
Abstract
This article describes the development of a set of research-informed resources for assessing the spoken language skills (oracy) of students aged 11-12. The Cambridge Oracy Assessment Toolkit includes assessment tasks and procedures for use by teachers, together with a unique Skills Framework for identifying the range of skills involved in using talk in any specific social situation. As we explain, no comparable, 'teacher-friendly' instrument of this kind exists. Underpinning its development is the argument that teaching children how to use their first or main language effectively across a range of social contexts should be given higher priorityv in educational policy and school practice, and that the development of robust, practicable ways of assessing oracy will help to achieve that goal. We explain how the Toolkit has been developed and validated with children and teachers in English secondary schools, and discuss its strengths and limitations.
Keywords
oracy, spoken language, talk, assessment
Identifiers
External DOI: https://doi.org/10.1016/j.learninstruc.2016.10.005
This record's URL: https://www.repository.cam.ac.uk/handle/1810/262649
Rights
Licence:
http://creativecommons.org/licenses/by-nc-nd/4.0/
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