Assessing speaking is always difficult. One of the biggest problems I always find is whether I am actually assessing their speaking or whether I am assessing their spoken production of grammar and vocabulary.
The author provides an example of VoiceThread use in the classroom in which the teacher has provided active reading prompts that elicit personal connection, reflection, and comprehension. Her prompts also have a real metacognitive value to students (such as students indicating confusions and possible reasons for them). Students are also asked to provide supporting detail from the text as evidence. By providing an oral forum for student expression the students are provided an opportunity to explore thoughts beyond written word and traditional textual activity.
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