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Most of the respondents (11/12), as shown in Table 4.5 give option (g) the lowest priority in their assessment criteria for interactional and transactional short turns.
Table 4.6 displays the respondents’ perception of priority in assessing students’ test performance on transactional long turns (Question 2).
| OptionsLevel of priority | a | b | c | d | e | f | g | h | i |
| 1 | 0 | 1 | 0 | 3 | 2 | 0 | 0 | 0 | 6 |
| 2 | 3 | 1 | 0 | 2 | 1 | 2 | 0 | 2 | 1 |
| 3 | 0 | 3 | 1 | 1 | 4 | 1 | 0 | 1 | 1 |
| 4 | 1 | 2 | 5 | 1 | 1 | 0 | 0 | 2 | 0 |
| 5 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 3 | 1 |
| 6 | 3 | 2 | 1 | 0 | 2 | 1 | 0 | 1 | 2 |
| 7 | 3 | 0 | 2 | 4 | 0 | 1 | 0 | 2 | 0 |
| 8 | 1 | 2 | 0 | 0 | 1 | 6 | 0 | 1 | 1 |
| 9 | 0 | 0 | 1 | 0 | 0 | 0 | 11 | 0 | 0 |
Table 4.6: Teachers’ Assessment Priority Perception of Transactional Long Turns
Table 4.6 reveals most of the respondents (11/12) also give option (g) the lowest priority in their assessment of transactional long turns.
Table 4.7 displays all responses the respondents have chosen for Question 3, concerned with the number of test tasks/questions included in an achievement speaking test.
| Number of tasks included | 1 | 2 | 3 | 4 |
| Number of respondents | 4 | 4 | 3 | 1 |
Table 4.7: Teachers’ Choice of Number of Tasks for a Speaking Test
Table 4.7 indicates that 8 out of 12 respondents think a speaking test should make use of two or more tasks/parts.
Table 4.8 reveals the subjects’ choice of elicitation techniques for their tests of speaking (Question 4). All the elicitation techniques in the questionnaire are popularly used in tests of oral ability. The appropriate elicitation techniques for each proficiency level, as previously asserted in Table 4.4, are provided in the brackets right below each option.
| OptionsLevels | a(2,3) | b(1,2,3) | c(1,2,3) | d(1) | e(1) | f(2,3) | g(2) | h(1,2) | i(1) |
| Year 1 | 5 | 4 | 6 | 2 | 7 | 3 | 6 | 8 | 11 |
| Year 2 | 5 | 5 | 2 | 8 | 5 | 11 | 5 | 6 | 1 |
| Year 3 | 6 | 11 | 8 | 4 | 0 | 4 | 2 | 2 | 1 |
Table 4.8: Teachers’ Choice of Elicitation Techniques for Levels of Proficiency
As shown in table 4.8, only 2 out of 12 respondents choose (d) for year 1 and (c) for year 2, and half of them choose (g) for year 1.
Table 4.9 on page 51 displays the respondents’ selection of specific tasks used to measure test takers’ speaking ability at each proficiency level (Question 5). The particular tasks adequate to the three levels, as given in Table 4.4, are presented in the brackets next to each option. For example, a(2) – a refers to one option of the question and (2) to the second level of proficiency (Year 2).
| OptionsLevels | a(2) | b(1) | c(3) | d(2) | e(1) | f(3) | g(2) | h(3) | i(1) |
| Year 1 | 4 | 9 | 2 | 0 | 2 | 1 | 3 | 3 | 9 |
| Year 2 | 6 | 3 | 9 | 3 | 6 | 1 | 6 | 8 | 3 |
| Year 3 | 3 | 1 | 4 | 10 | 8 | 11 | 5 | 2 | 3 |
Table 4.9: Teachers’ Choice of Specific Test Tasks for Level of Proficiency
Table 4.9 reveals that only 2 out of 12 respondents use (e) for year 1, 3 use (d) for year 2, and 2 use (h) for year 3. In addition, up to 9 of them use (c) for year 2, and 10 use (d) for year 3.
Table 4.10 presents responses selected for Question 6, associated with the procedure for oral test design and operationalization. The correct answer, as given in Table 4.4 is selection of all the options.
| Options | a | b | c | d | e | f |
| Number of respondents | 8 | 9 | 10 | 10 | 6 | 7 |
Table 4.10: Teachers’ Choice of Steps to Be Considered in Oral Test Design and Operationalization
Table 4.10 shows that only half of the respondents (6/12) consider option (e) to be essential in the construction process of oral tests.
Table 4.11 reveals information regarding the respondents’ reliability degree within their own inferences about students’ oral test performance (Question 7).
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