Overview of testing materials
The main purpose of the tests in include reading, listening and writing
Speakout 2nd Edition is to enable sections.
teachers to identify learners’ strengths
and weaknesses, and assess whether
remedial teaching is necessary. It is The Achievement tests contain similar
also envisaged that the tests will give task types to those found in the
learners a sense of progress and Cambridge English main suite exams
achievement that will motivate them to (Key, Preliminary, First and Advanced)
continue learning. Speakout 2nd Edition and so can be used as an initial
provides both teachers and learners introduction to these exams. The four-
with a comprehensive range of page Mid-course and End of course
evaluation and testing materials. tests build on the Achievement tests
and are more extensive. They are
designed to check the language and
Types of Test skills covered in each half of the
Students’ Book. They also contain task
types from the Cambridge English
main suite exams.
There is a two-page Unit test for each
unit of the Upper Intermediate
Students’ Book. These tests contain
seven or eight exercises which focus Test Administration
on the specific grammar, vocabulary
and functional language covered in that
unit. The tests are deliberately short, The time allocation given for each test
and are designed to give both teachers is approximate and will depend on the
and students immediate feedback on strengths and weaknesses of each
their understanding and assimilation of class. The suggested timings are:
the key language in each unit.
Unit Tests: 30 minutes
The four-page Achievement tests are
placed at regular intervals, after every Achievement Tests: 90-120
two units of the Students’ Book. The minutes
Achievement tests are more extensive
than the Unit tests and are designed to Mid and End of Course Tests:
check both language and skills 90-120 minutes
development in the previous two or
three units of the book. In addition to
grammar, vocabulary and functional The Listening sections of the
language, the Achievement tests Achievement and Mid-/End of course
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Overview of testing materials
tests should be administered first. Play
each recording twice. Students are then
free to complete the rest of the test at
their own pace.
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.
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Overview of testing materials
The following scale of grading is accuracy and range of
suggested: structures and vocabulary,
including spelling:
5 marks
Very good A 90% +
task achievement (relevant
Good pass B 80-89% information) and text
organisation (linking of ideas at
Borderline pass C 70-79%
sentence and paragraph level):
Less than 5 marks
Fail F
70%
The Unit tests are designed to check
that students have understood and
retained the language input from the
unit. They should help you identify
students who are struggling, but you
will find that most students who have
completed all of the course material
achieve a good pass on the test.
Writing tasks
There are two writing tasks in each of
the Achievement tests and Mid-/End of
course tests. The first task is designed
to test the writing sub-skills taught in
the Students’ Book, such as 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:
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Overview of testing materials
Speaking tasks
No specific oral tests for assessing It is, of course, also possible to carry
students’ speaking skills are included out one-to-one assessment of the
in the Speakout 2nd Edition tests. students’ speaking skills if time allows.
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 with students in
groups of three. They can be given
collaborative tasks, such as those
provided in the Speakout sections of
the Students’ Book. Teachers can
monitor each group separately and
award marks out of 10 according to 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
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