Assessing aspects of oral language
(cont)
What am I assessing?
How will this evidence be gathered?
Comprehension of oral language
(cont)
• auditory memory
• auditory processing
• using context to gain meaning
The teacher:
• applie
ie repetition of
sequences of numbers of increasing length)
• applies norms for recall of sentences (ie repetition
of sentences of increasing word-length)
• observes and records the time required for a student
to respond to oral language
• asks the student to draw information from context
Expression of oral language
• sentence development
and complexity
• sentence structure (syntax)
and grammar
• use of question forms
• use of vocabulary
• use of category words,
associated words and antonyms
The teacher:
• records and analyses an oral language sample at the:
– text level
– sentence level
– word level
The student:
• repeats sentences of increasing grammatical complexity
(if students cannot repeat sentences, they will not be
able to produce them)
• role-plays interviewing the teacher about objects, pictures
and/or story books. The teacher analyses the student’s
use of grammar and intonation
The teacher:
• uses a checklist during an observation of a student in
a discussion/interaction
• analyses an oral language sample for vocabulary
• asks the student to explain the meaning of a word or
phrase, or to use a word in a sentence
The student:
• completes oral cloze sentences and sentence starters
• names objects or picture cues representing:
– nouns (eg object names, people, places)
– verbs
– adjectives
• identifies the location of a counter placed in various
positions to elicit prepositions
• names members of common categories, eg furniture, fruit
• names opposites, eg hot/cold, up/down
Speech production
• pronunciation of speech sounds
The teacher:
• records and analyses a student’s pronunciation of
speech sounds
Speaking and listening
English K–6
Support Materials for Students with Special Education Needs
13
ASSESSMENT
