Assessing aspects of oral language
What am I assessing?
How will this evidence be gathered?
Interaction skills
• understanding and use
of language and gestures
for social purposes
The teacher:
• observes a student during an interaction
• uses th
The student:
• demonstrates a familiar procedure and/or retells a
story using gestures
Comprehension of oral language
• understanding of
clauses/sentences
• comprehension of questions
• comprehension of instructions
of increasing length and
complexity
• understanding of vocabulary
• comprehension of plural forms
– regular
– irregular
The student:
• identifies pictures representing sentence or clause
meaning from a selection of pictures
The teacher:
•
•
The student:
• draws based on teacher instructions
• identifies objects or pictures that are named or
described representing:
– nouns
– verbs
– adjectives
– function, location
– category, group, concept
• identifies examples and non-examples of a concept
using picture cues
• places words or phrases on a cline (eg orders the
words
freezing, cold, mild, warm, hot, boiling
)
• demonstrates what is similar/different about a pair
of words using a concept map
• identifies pictures that represent singular and plural
forms (eg cat/cats, child/children, man/men)
How will this evidence be gathered?
Oral language can be difficult to capture and assess because of its transient nature.
Although it may be apparent that a student is having difficulty, it can be hard for teachers
to pinpoint the nature of the difficulty.
Examples of assessment strategies for particular aspects of speaking and listening are listed
below. These may involve assessment strategies used for diagnostic purposes. Most of the
assessment strategies below can be planned so that they take place as part of teaching and
learning experiences.
Speaking and listening
English K–6
Support Materials for Students with Special Education Needs
12
ASSESSMENT
