INTRODUCTION

Many teachers feel comfortable setting pencil-and-paper tests. Years of experience marking written work have made them familiar with the level of written competence pupils need in order to succeed in a specific standard. However, teachers often feel much less secure when dealing with tests which measure speaking and listening, even though these skills are regarded as essential components of a diagnostic test which measures overall linguistic proficiency. Although the second language English pupils often come from an oral rather than a written culture, and so are likely to be more proficient in this mode of communication, at least in their own language, speaking in English may be a different matter. In English-medium schools in particular, a low level of English may impede students' acquisition of knowledge. Therefore, identifying the correct level of English of the student is all the more challenging and important.

This article outlines some of the problem areas described by researchers when designing a test of oral production for beginning-level speakers of English and suggests ways in which they may be addressed.

HOW DOES ONE SET A TEST WHICH DOES NOT INTIMIDATE CHILDREN BUT ENCOURAGES THEM TO PROVIDE AN ACCURATE PICTURE OF THEIR ORAL ABILITY?

In replying to this question, one needs to consider briefly the findings of researchers working in the field of language testing.