The Problem with “Traditional” Speaking Assessments
It’s common practice in many world language classrooms to have speaking assessments where the teacher and each student meet one-on-one outside of the classroom while everyone else waits for their turn.
I used to follow this format too, until I realized how much anxiety it caused.
Dr. Stephen Krashen once said that “there’s nothing scarier for a language student than having to take a speaking assessment with their teacher.” I couldn’t agree more. For years, I watched students—who were perfectly capable speakers in class—suddenly freeze, whisper, or forget everything they knew the moment the “test” began.
The Goal: Lower Anxiety, Increase Authenticity
I wanted to make things different—to help my students feel safe enough to speak naturally while still assessing their language growth fairly.
The solution I found was simple but powerful: give students a choice.
Four Options for Speaking Assessments
When it’s time for a speaking assessment, my students now choose from one of the following four formats:
1️⃣ The Classic
Teacher and individual student outside the classroom.
The traditional format for those who prefer the familiar setup.
2️⃣ The Moral Support
Teacher and student accompanied by a friend for emotional support.
The friend is present but silent—just being there helps many students relax.
3️⃣ Phone a Friend
Teacher, student, and a classmate who can help with language when needed.
The supporting student can offer limited assistance (e.g., up to three times). This option gives students the safety net they need to take linguistic risks.
4️⃣ Among Friends
Two students have a conversation together based on prepared prompts while the teacher listens quietly and assesses.
This is often the most natural format—students talk more, laugh more, and genuinely communicate.
Why It Works
Giving my students these four options has been a game changer.
They feel in control of their learning experience and walk into assessments with much less anxiety.
As a result, I hear more authentic, spontaneous, and fluent language.
Students who choose Among Friends tend to produce longer exchanges and take more risks with vocabulary and grammar.
No system is perfect, but this one allows me to measure proficiency in a way that honors both emotion and communication—the two pillars of language acquisition.
From Questions to Prompts
Another key change was shifting from questions to prompts.
In the past, I would hand out a list of questions for students to prepare. The outcome?
Over-rehearsed, memorized responses that sounded robotic.
Now, I use open prompts connected to our class topics.
For example, after watching Todas las pecas del mundo (a wonderful movie suggested by Reporteros 3 from Klett World Languages), I gave students prompts like:
- “Talk about a scene that felt realistic to you.”
- “Share a moment that reminded you of middle school.”
- “What do you think the movie says about friendship or love?”
Instead of answering test-style questions, students create meaning together.
You can hear the difference—spontaneous laughter, genuine reactions, and natural flow.
Listen to the Difference
In this clip, you’ll hear Zephyr and M, two students who chose the Among Friends option.
Their conversation feels organic, playful, and reflective—a real example of communicative competence in action.
Rubrics You Can Use
Here are two rubrics I use for assessing options #3 and #4.
Final Thoughts
When we rethink assessments, we don’t lower expectations—we humanize the process.
By allowing students to choose their format and by guiding them with prompts instead of rigid questions, we create conditions where communication feels authentic, not forced.
Language learning should sound like life—messy, meaningful, and full of voice.
Try It Out
If you decide to experiment with these ideas, start small:
- Offer students at least two formats of your next oral assessment.
- Replace a few test questions with open prompts.
- Listen for the difference in tone, confidence, and joy.
You’ll likely discover what I did: choice + trust = authentic communication.
📣 Stay Connected
If this approach resonates with you, feel free to share it with your colleagues or comment below.
Let me know how you adapt it to your own classroom—I love hearing from teachers around the world!
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DIEGO OJEDA 