What should an oral final look/sound like? I’ve been thinking about this as I continue to try to take away the ‘unnecessary’ – and get to the necessary – in my classroom. And I’ve thought a lot about what the ‘summative’ part means. This is the ‘last’ oral interaction – especially for some of my juniors (not going to Yr4), and all of my seniors, that they will have in the Target Language. This is a significant moment and I want the legacy of this moment – the impact of it – to be felt by them. I want them to leave my program with the confidence to take an opportunity to use, or further develop, their skills and choose to act upon them. It may be the end of their class journey but I hope it’s not the end of their learning. So I’ve rethought what a summative oral should be and I’ve gone in my thinking from ‘testing what they know’ to ‘establishing what they will hopefully do…’
It Should Mirror A Future Real Life Situation
Our goal in the future is to hopefully have students, in some way, continue their interest in the TL. And what will this most likely involve? Using it – using it in conversation, using it to find out information, using it to get something done. So their summative oral should leave them with the confidence that they have the skills (basic or more developed) to do this. I watched students in our cafeteria – sitting around…talking….interacting with their peers and I thought “This is what I want…”
It Should Capture All You Hope Their Learning Should Be
For me that means its isn’t memorized, it involves choice in expression and it is communicative. The summative has to allow students to put into use what we have spent the time in class ‘developing’. Providing detailed information, asking when you don’t understand & being able to help others understand, and asking follow-up questions are the three big skills we work on in oral interaction. I want my students to be confident communicators no matter what their level. So the oral summative must draw upon these and be a ‘test’ of these skills. Can they communicate and provide details, can they say when they don’t understand & explain what someone doesn’t understand them and finally can they ask for information using great follow-up questions? This is what I want their summative experience to be.
It Should Not Involve The Teacher
Barring a job interview or maybe a university opportunity the majority of my students will actually use their TL skills in other ways. So why would I insert myself into their conversation? I have also come to realize that, if at all possible, I should not be present for this. Yes – I won’t be there in the future will I? They won’t choose to speak with someone for ‘marks’. So if at all possible I want them to see that they can do this on their own and don’t need a ‘monitor’ or ‘input provider’ or the ‘presence’ of an evaluator to do this.
So what is my intention now in a summative oral? I wrote it on the board for my students to keep in mind:
This year I held my breath, trusted my students, trusted the process we have gone through and sent them off to do all of the above. We had some in-class preparation around the basic prompts but they didn’t know who they would be working with, or ‘how’ this would be done (they thought it would be in front of me). On the day of the oral I talked with them about what I feel the oral should be, then I told them they would be doing this in teams of 4, without me there, with people they knew. Armed with 2 phones (a back up recording) they went in 4’s to empty rooms, turned on the the voice recording memo feature and talked.
In Yr4 they started with a key item that is important to them. A chance to ‘show & tell’ but so much more. Most groups talked for about 25 minutes – explaining, lots of questions, inclusive of all, and supporting their peers in this. Amazing detail, use of language and most of all – relaxed conversation. Yr3 took some prompts…basic ‘find out about’ designed to allow them to use what we had explored, and talked for about 15+ minutes. No notes, no ‘re-do’s’, no worrying about ‘what if I make an mistake or don’t understand’. I am listening to them now. Yes there are errors, misunderstandings and some are not as confident as others. But I am listening to 4 students converse & share detailed information in a relatively relaxed manner using the TL. I believe I’m also listening to students who, in the future, are going to take that chance to use the language again.