This document provides a feedback form template for evaluating learners' speaking skills in OET assessments. The form breaks down each assessment criterion into elements and allows teachers to rate learners' performance on a color scale. It is designed to pinpoint strengths and weaknesses and provide targeted feedback. Teachers can use recordings of practice role-plays to complete the form. The form focuses on linguistic criteria like fluency and intelligibility as well as clinical communication criteria like relationship building and information giving. It is intended to help learners prepare for the test, not calculate a final score.
This document provides a feedback form template for evaluating learners' speaking skills in OET assessments. The form breaks down each assessment criterion into elements and allows teachers to rate learners' performance on a color scale. It is designed to pinpoint strengths and weaknesses and provide targeted feedback. Teachers can use recordings of practice role-plays to complete the form. The form focuses on linguistic criteria like fluency and intelligibility as well as clinical communication criteria like relationship building and information giving. It is intended to help learners prepare for the test, not calculate a final score.
This document provides a feedback form template for evaluating learners' speaking skills in OET assessments. The form breaks down each assessment criterion into elements and allows teachers to rate learners' performance on a color scale. It is designed to pinpoint strengths and weaknesses and provide targeted feedback. Teachers can use recordings of practice role-plays to complete the form. The form focuses on linguistic criteria like fluency and intelligibility as well as clinical communication criteria like relationship building and information giving. It is intended to help learners prepare for the test, not calculate a final score.
This document provides a feedback form template for evaluating learners' speaking skills in OET assessments. The form breaks down each assessment criterion into elements and allows teachers to rate learners' performance on a color scale. It is designed to pinpoint strengths and weaknesses and provide targeted feedback. Teachers can use recordings of practice role-plays to complete the form. The form focuses on linguistic criteria like fluency and intelligibility as well as clinical communication criteria like relationship building and information giving. It is intended to help learners prepare for the test, not calculate a final score.
FEEDBACK FORM About Variations This OET Speaking Feedback Form is designed to help teachers pinpoint Here are some other ideas to use the OET Speaking Feedback Form: learners’ strengths and weaknesses according to the OET Assessment Criteria 1) Have your learners record their practice role plays, listen back, and fill in and Glossary. The form will help you understand each criterion more deeply the feedback form themselves. and provide targeted feedback to help your learners prepare and progress. 2) Have learners assess their peers using the feedback form. Use it when conducting practice role plays or listening to recorded role plays. 3) Focus on only one criteria type (linguistic or clinical) per role play. 4) Have learners review their previous feedback form before the next How to Use practice role play and set goals (e.g. I will score green for all my Each criterion on the OET Speaking Feedback Form is broken down into its ‘Appropriateness of Language’ features.) separate elements or indicators. When conducting practice role plays, tick 5) Review the feedback forms with the role play cards. Have learners identify the relevant column (red, orange or green) for each element and use the places where they could have performed better. ‘Comments’ section to provide feedback on what you heard (or did not hear). Use this feedback form not to calculate a final score, but to provide rich and detailed feedback to your learners. Understanding OET Speaking Scoring At the end of the form, write your recommendations and instruct the learner to In the OET Speaking sub-test, a candidate’s performance on each of their two complete the self-reflection. Speaking role plays is scored by at least two assessors using nine criteria (four for linguistic and five for clinical communication). The assessors award Digital or print versions a band score for each criterion. These raw scores then undergo analysis and conversion into a numerical grade (0-500) and corresponding letter grade Digital: (E-A). While you cannot calculate the final score based on raw criteria scores, • Download this PDF and save it on your computer. test-takers securing grade B will have achieved predominantly scores of 5 out • Complete the form in Adobe Acrobat or Adobe Reader. of 6 on each linguistic criteria and 2 out of 3 for the clinical communication • Remember to save the document regularly as you work through it. If you criteria. complete the form in a web browser, you may lose your changes. Note: This feedback form is intended for use as a teaching tool, not for official Print: assessment. • Alternatively you can download, print copies of the form, and fill it in manually. Speaking Feedback Form Page 1 / 3
Date: 00 / 00 / 0000 KEY: = Needs work = Okay = Very good LINGUISTIC CRITERIA
Intelligibility Appropriateness of language
Pronunciation is easily understood throughout Language is comprehensible to a patient/carer; any technical/ medical terms are adapted and given in lay terms Stress, intonation, rhythm (pausing and chunking) are effective An appropriate level of formality is used for the situation (not too formal or informal) Projects/pitches voice clearly without mumbling or slurring Tone of voice is suitable to the situation; tone shows appropriate attitude for utterance L1 accent has no effect on intelligibility Comments:
Comments:
Resources of grammar and expression
Adequate range of accurate vocabulary used for clear Fluency expression Speech is at a normal rate (not too fast or too slow) to be easily Adequate range and control of grammatical expression understood Speech has a smooth, continuous flow (not staccato) Able to paraphrase
Pauses / hesitations are situationally appropriate Able to sustain longer utterances with appropriate use of (not a sign of searching for words or structures) cohesive devices Minimal use of fillers, repetition, restarting, searching for Idiomatic language used accurately and appropriately language Comments: Comments: Page 2 / 3 CLINICAL COMMUNICATION CRITERIA
Relationship building Providing structure
The test taker… The test taker… A1 Initiates the interaction appropriately C1 Sequences the interview purposefully and logically
A2 Demonstrates an attentive and respectful attitude C2 Signposts changes in topic
A3 Demonstrates a non-judgemental approach C3 Uses organising techniques in explanations (categorisation,
labelling, chunking, repetition and summary) A4 Shows empathy for feelings / predicament / emotional state Comments:
Comments:
Understanding and incorporating the patient’s perspective
The test taker… B1 Elicits and explores the patient’s ideas / concerns / expectations B2 Picks up the patient’s cues and responds appropriately (e.g. by echoing, overtly checking out statements or hints etc.) B3 Relates explanations to elicited ideas / concerns / expectations Comments: Page 3 / 3 CLINICAL COMMUNICATION CRITERIA
Information gathering Information giving
The test taker… The test taker…
D1 Uses active listening techniques (silence & pausing, E1 Establishes initially what the patient already knows verbal encouragement, echoing & repetition, paraphrasing & interpretation), minimising interruption E2 Pauses periodically when giving information, using the response to guide next steps D2 Uses initially open questions, appropriately moving to closed questions E3 Encourages the patient to contribute reactions/feelings D3 Does NOT use compound questions/leading questions E4 Checks whether the patient has understood information
D4 Clarifies statements which are vague or need amplification
E5 Discovers what further information the patient needs
D5 Summarises information gathered to encourage correction/
Comments: invite further information Comments: TEACHER FEEDBACK General comments / Recommendations:
LEARNER SELF-REFLECTION After seeing your teacher’s feedback, answer these questions.
1) What did you do well in this role play? How did you improve this skill?
2) Choose 2 areas that you need to improve. How will you work on these before your next role play?
