Many EFL instructors at Asian universities teach a very large number of students in several sections of "conversation" classes each semester. This paper begins by discussing the problem of fair and efficient oral testing under such conditions in relation to Bachman and Palmer's (1996) concept of "Test Usefulness." The authors then describe a useful oral testing format which makes use of small-group role plays and an analytical scoring system with syllabus-based descriptors that they have developed and used successfully for several semesters at two different universities in South Korea.
　

"TEST USEFULNESS"

According to Bachman and Palmer (1996), the "usefulness" of a classroom test can be determined by considering the test's reliability, construct validity, authenticity, interactiveness, impact, and practicality. The following three principles apply:

• Principle 1: It is the overall usefulness of the test that is to be maximized, rather than the individual qualities that affect usefulness.
• Principle 2: The individual test qualities cannot be evaluated independently, but must be evaluated in terms of their combined effect on the overall usefulness of the test.
• Principle 3: Test usefulness and the appropriate balance among the different qualities cannot be prescribed in general, but must be determined for each specific testing situation.

THE ORAL TESTING FORMAT

At least one class period before the test is to be administered, one scoring sheet is distributed to each student, groups of three to five students are established, a 10-15 minute time period for testing each group is set, and a list of possible test topics based on course content is provided to the students. The scoring sheet consists of a list of points to be considered in scoring each student individually (i.e., grammar, vocabulary, listening comprehension, fluency, content, and overall comprehensibilty) with descriptors for each point on the back of the sheet. The points of evaluation can be weighted according to the needs of the particular testing situation. The students are instructed to bring the scoring sheet with them to the test.

On the day of the test, each group is randomly assigned one of the topics along with instructions for participating in a role play involving the topic 10-15 minutes before the actual test begins so that they have time to prepare their role play together briefly. In that way, while one group is being tested, the next group is preparing. During the actual test, the instructor scores each student individually and tries to participate as little as possible in order to increase the amount of interaction among the students. The completed scoring sheets are returned to the students during the next class meeting with grades and individual comments as appropriate. The instructor can also give general feedback to the entire class at that time.
　

WHY THE TEST IS "USEFUL"

• Reliability: The analytical scoring system with detailed descriptors for each point of evaluation improves the reliability.
• Validity: Students are required to use actual course material during the test.
• Authenticity: Students are required to perform tasks similar to tasks practiced in class.
• Interactiveness: Students interact with each other during the test rather than with the instructor. This lowers the students' affective filters and allows all students to participate for the entire testing period.
• Impact: There is positive backwash because students are encouraged to prepare language for the test that is useful beyond the testing situation.
• Practicality: The test can be administered to a large number of students within a reasonable time period with limited human and material resources.
• Motivation: The testing format encourages students to review and practice all course material in groups before the test and discourages rote memorization.
• Feedback: The scoring system gives individual students meaningful feedback on various aspects of their performance.
• Security: Students cannot know in advance exactly which material their group will be tested on.
• High face validity: Our experience tells us that students view the test as useful, meaningful, and fair.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.