NEW APPROACHES IN ASSESSING LEARNER’S SPEAKING SKILLS (B1 LEVEL LEARNERS)
Abstract
Assessing language learners' speaking skills, particularly at the CEFR B1 level, poses distinct obstacles and opportunities. At this stage, students are required to interact well in familiar circumstances, express opinions, and describe their experiences. Traditional assessment approaches frequently fall short of accurately reflecting the complexity of everyday communication. This paper investigates novel approaches to measuring speaking skills for B1 level students, focusing on task-based assessments, portfolio assessments, peer assessments, technology-enhanced evaluation, and formative assessment strategies.
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