14th. Class-Testing Coomunicative Competence -- Communicative Approach2

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Date Posted: 09:59:06 08/07/03 Thu
Author: Maria Isabel Avila Martins
Subject: 14th. Class-Testing Coomunicative Competence

Testing Communicative Competence
14th. Class

Choosing a procedure to test student�s communicative competence is of great importance specially for the student�s well-being and linguistic development.
Communicative language tests must examine the student�s ability to use many skills simultaneously when accomplishing a task. For example: examine if the student is able to answer a question that is typical of normal conversation, if he can tell a story that can be understood or even if he is able to determine the meaning of a certain passage.
An example of a test to measure the student�s communicative competence could be a test in which the student listens to a tape and then chooses appropriate answers for questions on the tape. But this kind of test could become much more communicative if it were face-to-face with the interlocutor and the student is asked to produce an appropriate response.
Another example of a test would be examining a student in a discussion group. Although it becomes unpredictable to know what the other participants will say, it is important to have a test like that once it gets quite closer to the realism of the situation. Hence, the teacher should evaluate the student by his comprehension and ability to give his own opinions and discuss about a given subject.
In testing the student�s skills on speaking and listening, could be used a kind of test in which the student is given an information which lacks some necessary informations. In that case, the student is supposed to ask and give further information.
In order to test reading and writing, a test in which the student is given a situation and needs to write a letter or a notice to get further information, would be of great value to check the student�s communicative competence.
In short, we could say that an effective way to test communicative language is to bring reality as close as possible to the student and examine whether he is able to use language in real communication. When the student appears to be functioning well at a certain level, then it is time to place that student in another more advanced group.

Aug.7th., 2003.

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