(This posting includes a handout which you are welcome to use with your students.) *

In Part 1,   • Common Challenges and Goals for Final ESL Conversation Speaking Tasks , I described the challenges Conversation teachers face when deciding which students should be promoted to the next level. In Part 2, • Final ESL Conversation Speaking Tasks: Rating Three Methods I compared three different methods for determining this.

In this Part 3, I’ll share some final tasks for pairs and triads and evaluation forms that teachers can use to help them make the decision about the level each student should be in the next term.

My colleague was totally dumbfounded early in the term. Somehow some unprepared students in her Level 4 Conversation Class had been passed from Level 3. Then we found out how this happened. For the final task in Level 3, the teacher had students do presentations. Their final grade was mostly based on how well they had prepared and memorized their presentation monolog. Thus, students who had not developed actual conversation-skill techniques, like asking questions, using rejoinders, responding with details, and asking for clarifications, were able to pass Level 3.

In a truly student-centered Conversation class, most activities will revolve around students working in pairs, triads and small groups. Also, during the activities, they will be practicing techniques that will help them develop their conversation and discussion skills. Thus, it makes the most sense that their final task should mirror those two points.

Sample final task formats and evaluation forms.

(Notice: These could be used as a midterm and/or final exam.)

Format for Lower Levels

Process: The room is empty except for the pair of students being evaluated. Both of the students are given a different set of questions. (It’s best to have pairs who have similar skills so that one student won’t dominate the conversation, or make their partner carry the conversation.) They read their questions to their partner and answer their partner’s questions.

Amount of time: About 5 minutes per pair. (It’s possible for the teacher to evaluate two sets of pairs simultaneously or video record.)

Options: Instead of a set of questions, they can talk about a picture.  If the class has an odd number of students, the teacher can ask a student to do it a second time but not graded.
(See Final Oral Exam Evaluation Form Lover Level )

Format for Intermediate Levels

Process: The room is empty except for the pair of students being evaluated. Both of the students are given a different set of questions. (It’s best to have pairs who have similar skills so that one student won’t dominate conversation, or make their partner carry the conversation.) They are instructed to read their questions to their partner and ask follow-up questions and use rejoinders. They also should try to ask for clarifications if they don’t understand and answer their partner’s questions with details.

Amount of time: About 8 minutes per pair. (It’s possible for the teacher to evaluate two sets of pairs simultaneously or video record.)

Options: Instead of a set of questions, they can be given a couple of topics to talk about, formulating their own questions.  If the class has an odd number of students, the teacher can ask a student to do it a second time but not graded.
(See Final Oral Exam Questions Intermediate)  

Format for Advanced Levels

Process: The room is empty except for the groups of 3-5 of students being evaluated. Each student is given a different set of questions. They are instructed to read their questions to their partner and ask follow-up questions and use rejoinders. They also should try to volunteer to answer and respond with details.

Amount of time: About 10 minutes per group. (It’s possible for the teacher to evaluate two groups simultaneously or video record.)

Options: Instead of a set of questions, they can be given a couple of topics to talk about, and instructed to initiate the discussion and formulate their own questions.
(See Final Oral Exam Questions Advanced .)

Evaluation Forms

I’ll include here rubrics that can be used to give feedback to the students on how well the used conversation techniques during the final tasks and how they can improve in the future.

Lower Levels: See Final Oral Exam Evaluation Form Lover Level   

Intermediate Levels: See Final Oral Exam Evaluation Form Intermediate 

Advanced Levels: See Final Oral Exam Evaluation Form Advanced 

An alternative to a rubric: Teacher Comments

These comments can be an alternative to the rubrics or they can be added to the rubric. For example:

For more examples of the types of comments

See  Sample Comments on Students’ Oral Evaluation 

Also, for a discussion about general feedback to students about their oral skills

See • Don’t Give Grades For These In Conversation Class. Do This Instead. 

David Kehe

*About the free-download materials. During my 40 years of teaching ESL, I have had many colleagues who were very generous with their time, advice and materials. These downloads are my way of paying it forward.