Here is my exam procedure. Students have been working together with a partner for the previous 3-4 weeks.
There is a list of the order in which pairs will do the dictation. WHEN it is their turn, I call each pair over to sit at two tables turned to face each other. In between the 2 tables, there is a screen which prevents the students seeing the other's card.
I try to put student A consistently on either the left-hand side, or the right-hand side, so that I can follow the dialogue. I sit at another table, facing the 2 students. My table makes a triangle with their tables. I have a copy of the dialogues they are doing to help me follow along. Typically, the dialog is in 3 separate sections and there are 2 parallel texts for each section. The students have practiced the same or similar texts in the previous weeks.
1. I give each student their card, and get them to sign it. When
they have signed it, they can turn it over to look at the dialogue.
2. I say, 'No Chinese.' I say, 'You're A. You're B. Are you
ready? Go.'
3. I then start the stop watch. They have 3 minutes.
4. I don't think I have to tell them what they have to do, but if
they have absolutely no understanding, I say to A (or B), 'Read this line,' and I point to the line in the dialogue that they have reached. If they still don't read, I spell the individual letters of the words for the student, and have them repeat the letters.
5. If they use Chinese, I look sternly at them, and repeat, 'No
Chinese,' and I keep a tally of the number of times they use Chinese on the schedule, next to their names. In particular, I don't allow them to discuss problems they have doing the activity and to ask each other questions about what they are supposed to do in Chinese. One of my aims is to get the students to practice clarification requests, and comprehension checks in English. In other words, I want them to learn how to repair misunderstandings, by experiencing those misunderstandings. If they do this in Chinese, this is a significant degradation of the value of the activity, I think.
6. Looking at their partner's card or showing their card, or
pointing at it, or open book is not okay.
7. Calling the apostrophe, 'ipiei,' or 'dotien,' is not okay.
That's Chinese. Calling it a comma is okay.
8. Sometimes, students will not read the dialogue to each other,
but will just try to fill in the missing letters. I want the exam to be a listening and speaking exam, so this is not okay. I say to the student, whose turn it is, 'Read the line,' and point to the line they have reached. Of course, it is okay to hesitate, and to think, and to fill in missing letters while they wait for their partner to speak.
9. Anything else is okay. In particular, using gestures, broken
English, and tapping on the screen to get their partner's attention is okay. In addition, instead of reading the dialogue, just spelling the individual words in turn is okay.
10. Quite often, I forget to start the watch. I only realize
after 1-2 minutes. I usually just start the watch, and let them run on to the end, and make a note in the comments, about starting the watch late.
11. After 3 minutes, I take the cards from them. I show them each
other's cards. This is important feedback.
The students have done this before in week 4, so if you are uncertain about any aspect of this procedure, they may be able to help.
