In class, teachers regularly assess their students’ speaking skills. But how exactly is this done – and how do students experience these types of exams? A new study from the University of Fribourg now provides fascinating insights into oral examinations at secondary schools in the subject of German as a foreign language. The results show that there are sometimes significant differences between expectations and reality, which also have consequences for the fairness and effectiveness of these assessments.

The University’s Research Centre on Multilingualism created video recordings of authentic exams in which the students were tested either alone or in pairs and subsequently also interviewed teachers and students. In addition, 254 youths also took part in a written survey. The aim of the study was to analyse current test practices and to better understand the perspectives of both teachers and students.

Considerable differences in examination styles
The results showed that, for paired speaking tests in particular, there are great differences in how the tests are carried out. Some teachers refrain from helping students when they run into problems; others take a strong lead and and intervene a lot orally, – almost as if they were teaching a class. Such differences affect the interaction and the performance of the students and thus also the assessment of their speaking skills.

Assessment  grid is unpopular
One result of the study concerns the mandatory assessment  grid of the canton of Fribourg, which is not very specific, and its use is required in a wide range of examination situations. Some teachers feel it limits their professional judgement and also criticise that they have not been sufficiently trained in how to properly apply the grid.

Exams can also motivate students
Despite the stressful situation of the exam itself, many students view their oral exams positively. According to the survey, 57 percent say that they were able to improve their language skills as a result – especially in exams conducted in pairs, which are perceived as less stressful and more helpful. At the same time, there are uncertainties when it comes to feedback: a majority of teachers doubt that their feedback is taken on board by the students, but they also give them little individual advice on how to improve after a test.

What needs to change
The study makes it clear that fair and meaningful assessments require clear objectives, appropriate tasks and a tailored assessment tool. In order to improve assessment practices, the project has prepared video examples of real exams and provided them as a resource for the education and training of teachers.

Study information
Project website
Research report