Oral English Programme 2004-5

S. Whyte whyte@unice.fr

http://www.unice.fr/OralEnglish

http://www.unice.fr/OralEnglish/lecteurs

Guidelines for oral exams

January 2005

A. Oral exam sessions

1. All orals take place in the language labs, with two to four examining panels (juries) running simultaneously.

2. Sessions normally begin at 9h30, and break for lunch from 12h30 to 13h30 if necessary.

3. Examiners take all students on their list plus any others still waiting for another panel at a given session.

B. Before the oral

1. Post list of students on lab door and keep one to record grades. This poster should also tell students to have student ID cards, feedback sheets, and portfolios ready when they enter the exam room.

2. Distribute feedback sheets to students: they write their name and group and date at the top and bring it into the exam.

3. Lecteurs should avoid examining their own students where possible; this is permissible for extra students at the end of a session.

4. Have your student list and oral evaluation grid handy.

C. Oral exam

1. Student comes in, sits, and hands over ID, feedback sheet and portfolio.

Students without a portfolio may not take the exam. Students without photo ID should make a photocopy for the secretariat immediately after the exam.

2. One member of the panel is responsible for asking questions, the other for recording comments; both may participate in both activities if desired.

a) questions: * ask about at least 2 different items, avoiding those which call for student self-evaluation

* keep questions short, simple, and clear – listening comprehension is tested elsewhere

* alternate questions - open (‘tell me about x’) and closed (‘why did you choose y?’)

- fact (‘what did you do?’) and opinion (‘do you think x?’)

- simple (present tense, opinion) and complex (past, conditional)

b) feedback: * note specific problems where possible (DEvelop -> deVElop, he like_ this)

* make a summarising note after (many grammar errors, main problem pronunciation)

* note number grades on the student list, not on the feedback sheet

3. Release student after 6-8 minutes and decide on grade. Make sure you are grading oral language proficiency (and not industry, IQ or personality).

* It may be worth pencilling in a range for the first three to five students, then make a firm decision to apply to the rest of the candidates.

* The percentage who pass (grade 10 or more out of 20) will vary from 40-60%, not counting absences.

D. After the exam session

1. Check for stragglers in the corridor – help finish other panels’ lists where possible.

2. Check all grades and mark absences ABS. Sign and date your list.

3. Give your grades and feedback sheets to the exam coordinator (lecteur in charge of class or Shona).