Oral production assessment among learners of French in Senior High Schools in Ghana: the case of WASSCE French examination

Abstract

Abstract: This study examines the structure and conduct of the Oral production component of WASSCE French examination. The study intends to ascertain the extent to which Oral production assessment examination engenders development of oral competencies among learners of French. Interview data were obtained from students and examiners. The findings show that students lack spontaneity, fluency and understanding of questions. The study confirms that the production component of WASSCE Oral French has an impact on the development of learners’ oral communicative skills. Though the test structure was adequate for assessing the candidates’ oral skills, the results reveal that the examination is conducted under inappropriate conditions namely the possibility of schools having foreknowledge of the paper, overstressing of examiners, insufficient time and examiners for the test administration, subjectivity on the part of the examiners in assessing the candidates and anxiety on the part of the candidates. The study therefore recommends that Oral production examination be introduced from the first year of SHS. The study also recommends the conduct of pre-examination coordination with dummy questions, inclusion of group performance in the test, recruitment of more examiners, extension of the duration of the examination, allotting more marks for orals production tests than the written ones and adoption of methods suitable for teaching orals in the Ghanaian context. Keywords : Communication skills, Language testing, Oral production, Summative Assessment