- Format
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2 candidates participate in decision-making task. Each candidate is given descriptions of 2 different options.„ During 5 stages, candidates collaborate to decide on, present and defend a single option.„ Entire test lasts approx. 25-35 minutes (paired format), approx. 35-45 minutes (3-way format).
„Two examiners:
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Examiner 1 conducts stages 1-4, participates in stage 1and gives instructions and monitors stages 2-4. Examiner 2 participates in stages 4 and 5.
- Evaluation
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Candidates are evaluated on the following salient features:
- Discourse and interaction (development and functional range)
- Linguistic resources (range and accuracy)
- Vocabulary & Grammar
- Delivery and Intelligibility
- Stage 1: Introductions and Small Talk
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2-3 minutes. Examiner 1 begins with introductions. Initiates conversation on general topics (e.g. hometown, leisure activities, etc.) and topic related questions. Candidates expected “to actively participate in the conversation by providing expanded responses and also by asking each other and Examiner 1 questions.”
example: A: What do you do in your free time?
B: I don’t have much free time…
because I have private French lessons Mondays,
Wednesdays, and Fridays. And on Tuesdays and
Thursdays I work in a café after school.
- Stage 2: Summarizing and Recommending
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Each candidate is given sheet with descriptions of 2 options (in note form). Candidates are given 2-3 minutes to read their sheet. Candidates CANNOT look at partner’s sheet. Candidates have to: Summarize to each other descriptions of their options, not just read list of features under their options. Listen carefully to each other as they may need to ask for clarification. Recommend one of the two options of the other candidate.
example: Note form:
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15 years of experience as a science teacher = Mary has taught science for 15 years.
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Good reputation with students and teachers = Ss and teachers like her.
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Creative lesson plans = She creates interesting lesson plans.
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Does lots of experiments = She asks Ss to do many experiments.
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Organizes many field trips = She plans field trips for her students.
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Has lost tests several times = She sometimes can’t find her Ss’ tests.
Final product:
“Mary has fifteen years of experience as a science teacher, I mean, she has taught science for fifteen years. So, lots of experience. Let’s see, what else…it says here that she has a good reputation as a teacher. Students like her…teachers like her, too. Uh…it seems everybody likes her, maybe because she does lots of um…experiments in class. She does them so that the students can practice what they’re studying. They like to learn that way. Let’s see what else…Another good thing about Mary, she’s creative with her lesson plans. You know, not the same way of teaching all the time, which is boring. Students also like the field trips that she organizes. They go to lots of places, like museums, to learn about science. The bad thing about Mary, though, is that she has lost students’ tests more than once. ”
To compensate for this lack of visual information: ‰
- Did you say that…?
- Sorry, I didn’t hear what you said.
- „Do you mean that…?
- Is there any reason not to choose this applicant?
- „WHY do students like her?
- Stage 3: Consensus Reaching
Candidates come to agreement on single option by: Telling their partner which of own 2 options is best and giving reasons. Discussing advantages and disadvantages of each option. Key functions needed to negotiate and come to agreement on just one option: Disagreeing in a polite way. Maintaining a viewpoint (when someone disagrees with my opinion). Expanding on ideas suggested by others
- Stage 4: Presenting and Convincing
During this stage, candidates: May look at each other’s sheet. Must each prepare to present 2 different reasons why final option selected is the best and explain the importance of these reasons. Are given 2-3 minutes to collaborate with each other and decide who will present the final decision and which reasons
they will each present. Are then introduced to Examiner 2. (Examiner 2 plays role of person of relatively high status). Formally present selected option to Examiner 2.
- Stage 5: Justifying and Defending
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Examiner 2 questions candidates about final decision (option) and reasons for decision
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Functions needed:
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Justifying decisions
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Defending decisions
