Webinar transcript: Conducting A-level speaking tests (Paper 3)

Slide 1

Hello and welcome to this online webinar for the A-level speaking tests in French, German and Spanish, my name is Tony Lonsdale and I’m the chief examiner for AS and A level French, but this is obviously an across languages training event and any exemplar questions will be in English.

The codes on the screen there are for A-level French 7652/3T, A-level German 7662/3T and A level Spanish 7692/3T.

Slide 2

So there are 5 objectives that I want to address in the course of this presentation.

There is quite a lot of admin related information linked  to the speaking tests and I think it will be useful to remind ourselves of some key administrative points.

But the real substance of the training package is to do with how the A-level speaking test functions – how it’s organised and how we as teacher–examiners need to organise ourselves and what the different parts of the test cover.

We need also to understand how the student’s performance is assessed – how many marks there are for each Assessment Objective and what those marks are awarded for because all of that information is crucial in determining the examiner’s role in the conduct of the test. What do we as teacher–examiners need to get our heads round so that we provide every possible opportunity for students to perform to the very best of their potential and ability.

And this then will allow us to identify aspects of best practice that will ensure that each student achieves their optimum performance.

So all of those four objectives really are interlinked.

Slide 3

So to start with the key administrative points:

Every year there’s a five week window during which the tests have to be conducted and this extends usually over the last three weeks of April and the first two weeks in May. The exact dates each year are published in the AQA examination timetable.

Tests are recorded as MP3 files and can only be submitted on either CDs or USB memory sticks. Obviously memory sticks must be checked to be virus free before being dispatched to the examiner who will be marking the tests.

The confidential materials, that’s the stimulus cards and the sequence sheet, can be opened up to 2 working days ahead of the start of the five week window. But there are clear rules about the management of these materials as their confidential nature must not under any circumstances be compromised.

Slide 4

So they must be checked in and out of secure storage – that’s the storage provided by your centre’s examinations officer.

They cannot be taken out of the centre. Any preparatory work done using these materials must be carried out in your school or college and can’t be done at home.

They must be held in secure storage until the end of the 5 week window even if in your centre you have completed the tests before then. That is really important as a guarantee that the confidentiality of the materials will not and cannot be compromised.

And also while we are dealing with the official rules and regulations, please remind your examinations officer that all information and instruction posters usually displayed in rooms where written exams are taking place have to be displayed in the speaking test areas as well. And obviously it’s helpful to have ‘silence’ notices strategically displayed.

Slide 5

The A-level speaking test is slightly different in terms of rooms required. One room for the conduct and another room – or it could be a waiting area – for the students to report to before their examination is due to start. There’s no need with this test for a preparation room because the 5 minutes preparation happens in the room where the test is conducted under the supervision of the examiner. But a space where students awaiting their turn can just relax calmly and quietly is needed and it’s probably a good idea to have this supervised by a member of staff. They are not invigilating, as such, and so any one supervising would be able to get on with some work.

Slide 6

Ideally the conduct room should be somewhere reasonably quiet – away from main corridors and locker areas. Make sure your caretakers and site supervisors know the tests are happening so you don’t have the noise of lawnmowers cutting grass outside the room where the tests are taking place. The space itself shouldn’t be too cramped:ideally a space where examiner and student can sit facing each other, comfortably, and where the examiner has space to set out the materials for the tests.

The sound recording quality is greatly improved if the room is carpeted and if there are curtains at the window and please make sure that you test the recording equipment and the sound levels and that, if necessary, you change the position of the equipment to get the best possible quality of recording of the student.

Slide 7

A couple of points about the paperwork linked to this test.

Each student will have completed and handed in a Candidate Record Form for the Individual Research Project. The student can be given a copy of this when it’s handed in but it has to be the version used in the test has to be the one that’s been handed in and stored securely to make sure the student hasn’t added any notes or points on his or her copy. The completed record forms are part of the materials the examiner has for the tests and each CRF will be given out with the stimulus cards to the students. But please advise the students not to be tempted to look over their Candidate Record Form during the 5 minutes preparation time. That 5 minutes will be needed to choose and prepare the stimulus card for the Part One discussion of a sub-theme.

Slide 8

Tests are marked by AQA. There are clear instructions as to what information must accompany the tests and the reference document for this is given there on the slide.

And that really deals with the main administrative points so we are going to look now in more detail at the A-level speaking test itself.

Slide 9

So the test is in two parts. Part 1 is the discussion of a sub-theme based on one of the two stimulus cards each student is given. And Part 2 is the presentation and then the discussion of the student’s Individual Research Project – which I will refer to from now on as the IRP. For the purpose of this training we will deal separately with the student’s outline presentation of the IRP that begins Part 2 of the test and the discussion of the IRP.

Slide 10

You can see that we’ve kept the presentation and discussion separate because of the timings. So for each part of the test you have the timings shown here on the slide.

Part 1 discussion of a sub-theme based on the stimulus card is between 5 and 6 minutes.

The Part 2 student presentation can be up to 2 minutes  and the Part 2 discussion is between 9 and 10 minutes.

Where the timing is between 5 and 6 or 9 and 10 minutes, there’s no point going to the maximum if the student has already achieved what they’re able to achieve. So if after 5 minutes the sub-theme has been fully discussed and everything required for this part of the test is complete, then stop the discussion at 5 minutes. That extra minute is really time for students to finish giving an answer if they need it. And the same applies to the 9 to 10 minutes allowed for the IRP discussion.

The timings are important as they will impact on how the marking of the tests is timed.

Slide 11

Marking for the Part 1 discussion will stop at 6 minutes and nothing will be credited beyond that time.

Marking for the student IRP presentation will stop at 2 minutes and the examiner must interrupt if the student starts to go beyond two minutes – tactfully saying that it’s now time to turn to the discussion.

Marking for the discussion will stop at 10 minutes and nothing will be credited beyond that time.

Slide 12

So the total test time – including 5 minutes preparation time – is 23 minutes per student and tests should be scheduled for every 30 minutes so that the examiner has time to prepare calmly and efficiently for the next student. Conducting speaking tests is a very demanding task and it’s important to build short breaks into the schedule at least every fourth student.

Students should have a clearly set out time–table of when their test is taking place including a reminder to turn up to the waiting area at least 10 minutes before their test is due to start. This will give them time to compose themselves.

Slide 13

The student arrives at the agreed time and comes into the room where the test is being conducted. You then give the student the 2 cards listed in the sequence and the student’s Candidate Record Form for the IRP.

The student chooses one of the two cards to prepare and carries out that preparation in that room under the supervision of the teacher–examiner. So as part of your materials you will also need Additional Answer sheets on which the student can make notes which can be referred to at any stage during the discussion of the sub-theme.

And clearly there must be no communication between student and examiner during the preparation time.

Slide 14

The student has a fair amount to get through in the 5 minutes preparation time.

They’ve obviously, first of all, to choose the card. Then they are thinking through and preparing their responses to the 3 printed questions on their chosen card but they also have to think about and prepare two questions to ask of the examiner. These questions have to arise from the material on the chosen card; they have to seek information or an opinion of the examiner; they have to contain a conjugated verb.

Questions that repeat a printed question or that repeat an examiner’s question will not fulfil the requirement.

So we can see that there won’t be time for students to script lengthy responses to the printed questions and in practising for this part of the test it’s going to help students if they can get used to jotting down some key ideas as bullet points.

Slide 15

If we look now at how the part one discussion is assessed. There are 25 marks in total for the Part 1 sub-theme discussion and these cover all 4 Assessment Objectives.

Slide 16

Individual assessment objectives and the corresponding number of marks are shown over the next two slides.

Assessment Objective 1: Understanding and responding in speech to spoken language including face to face interaction is worth 5 marks

Assessment Objective 2: Understanding and responding in speech to written language drawn from a variety of sources is also worth 5 marks

Assessment Objective 3: Manipulate the language accurately, in spoken form, using a range of lexis and structure is worth 10 marks

And Assessment Objective 4: Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken   for this part of the test is worth 5 marks.

Slide 17

What we will do now is look in more detail at the mark bands and descriptors for each AO, identify any key messages we can from the descriptors and consider how this information impacts on how the examiner conducts the test. And we’ll take that approach for each Assessment Objective.

Slide 18

For 5 marks delivery is fluent throughout. The ideas and opinions expressed are nearly always developed, independently of prompts. Students give an appropriate response to nearly all unpredictable elements.

For 4 marks delivery is mainly fluent. The ideas and opinions expressed are mostly developed, independently of prompts. Students give an appropriate response to most unpredictable elements.

For 3 marks delivery is sometimes fluent. The ideas and opinions expressed are sometimes developed, independently of prompts. Students give an appropriate response to some unpredictable elements.

For 2 marks delivery is occasionally fluent. The ideas and opinions expressed are occasionally developed, independently of prompts. Students give an appropriate response to a few unpredictable elements.

Finally for 1 mark delivery is rarely fluent. The ideas and opinions expressed are rarely developed, independently of prompts. Students give an appropriate response to very few unpredictable elements.

And if there is nothing in the performance worthy of a mark, the score is zero.

Slide 19

AO1 is all about the pace of delivery and how easy or otherwise this is to follow. The development of ideas and opinions and whether this happens independently of prompts or if the development has to be drawn out through examiner’s questions and then how the student responds to unpredictable elements.

Slide 20

What are the implications then for how the test is conducted?

Make sure we ask our questions in a way that helps and supports the student’s pace of delivery – we don’t want to be asking questions too quickly or in a disjointed way; we don’t want to be firing questions at the student “interrogation–style”; we want a calm, relaxed but purposeful manner in the conduct of the test.

We must have questions that elicit views and opinions and that invite the student to develop points made – what do you think about … ? Do you agree/disagree with that ? Why do you agree/disagree ?

For the unpredictable elements we need responsive questioning – questions that come back to what the student has said in a response and that probe and develop that further.

Slide 21

For 5 marks students’ responses show that they have a very good understanding of the material on the card.

For 4 marks students’ responses show a good understanding.

For 3 marks students’ responses show some understanding.

For 2 marks students’ responses show a limited understanding.

For 1 mark students’ responses show very limited understanding.

And if there’s nothing in the performance that’s worthy of a mark then zero is given.

Slide 22

It’s important we realise there is a link between how the students respond to the questions and what these show of their understanding of the material on the card.

And that we understand what is meant by “material on the card” – it is in fact everything presented in text on the card.

AO2 also covers the asking of two questions by the student. If the student asks only one question, the max mark that can be awarded for AO2 is 4 marks. If the student asks no questions, the maximum mark that can be awarded for AO2 is 3 marks.

Slide 23

We can see then in the first bullet point the reminder to prompt the student to ask their two questions if they have not done so

Also it’s important not to leave misinterpreted or misunderstood material unchallenged but equally don’t be heavy–handed in dealing with this or critical of the student’s misinterpretation – are you sure that’s what is stated on the card will be a more helpful intervention than You’ve completely missed the point here. So try and guide the student towards reviewing and rethinking their interpretation.

It is in the student’s interests for you to keep as close as possible to the phrasing of the printed questions which are after all the questions that have been prepared by the student.

Please realise however that AO2 does not require the examiner to “test” the comprehension of language items on the card  through specific questions – e.g. what does such and such a word mean?

One final point about this: it may be that in preparing their answers to a question the student has overlooked some detail on the card – a card that mentions positives and negatives and the student has spoken only about the positives, for example. This oversight also needs to be explored and challenged to enable the student to show they have understood that aspect of the content of the card otherwise their AO2 mark will be affected. This again emphasizes the need for responsive questioning.

Slide 24

AO3 marks and descriptors are displayed here and this is worth a total of 10 marks.

For a mark of 9–10 a wide range of varied vocabulary and complex language and a good knowledge of appropriate idiom are demonstrated. Highly accurate application of grammar with occasional minor errors. Pronunciation and intonation are very good.

For a mark of 7–8 a good range of vocabulary and complex language and some knowledge of appropriate idiom are demonstrated. Mostly accurate application of grammar with some minor errors. Pronunciation and intonation are good.

For a mark of 5 –6 some variety of vocabulary and complex language is demonstrated. Accurate application of grammar is uneven. Pronunciation and intonation are fairly good.

For a mark of 3–4 little variety of vocabulary and is demonstrated. Accurate application of grammar is limited. Pronunciation and intonation are mostly intelligible.

For a mark of 1–2 very little variety of vocabulary and structures is demonstrated. Accurate application of grammar is very limited. Pronunciation and intonation are poor.

And again zero of there is nothing worthy of a mark.

Slide 25

The key messages here are fairly obvious but there are one or two points shown here that clarify aspects of this assessment objectives.

Serious errors are those which adversely affect communication and pronunciation and intonation are not expected to be of native speaker standard.

Slide 26

Other sources of information and guidance for question types and what sort of questions generate opportunities for complex language to be demonstrated.

Slide 27

This is the assessment objective that deals with Knowledge and Understanding of the sub-theme as demonstrated in the student’s critical and analytical response.

For 5 marks very good critical and analytical response. Very good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students consistently select relevant information to support their arguments. They consistently use appropriate evidence to justify their conclusions, demonstrating a very good evaluation of the sub-theme.

For 4 marks good critical and analytical response. Good knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students often select relevant information to support their arguments. They often use appropriate evidence to justify their conclusions, demonstrating a good evaluation of the sub-theme.

For 3 marks reasonable critical and analytical response. Reasonable knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students sometimes select relevant information to support their arguments. They sometimes use appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of the sub-theme.

Slide 28

For 2 marks limited critical and analytical response. Some knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students occasionally select relevant information to support their arguments. They occasionally use appropriate evidence to justify their conclusions, demonstrating a limited evaluation of the sub-theme.

For 1 mark very limited critical  and analytical response. A little knowledge and understanding of those aspects of the sub-theme covered in the discussion. Students rarely select relevant information to support their arguments. They rarely use appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of the sub-theme.

And zero again of there is nothing worthy of a mark.

Slide 29

The understanding must be demonstrated in terms of relevant information to support arguments, appropriate evidence to justify conclusions. How do the student's knowledge and understanding enable them to evaluate critically and analytically the sub-theme covered in the discussion? This aspect of the conduct of the test is going to be one of the most challenging, I think, because of the temptation to invite students to give detailed knowledge from what they have studied. We have to be very careful about how we handle this demonstration of knowledge.

Slide 30

Factual knowledge per se is not what is required. Avoid prompts such as: You’ve studied German reunification and its consequences, haven’t you? Tell me about that. OR Tell me about Franco’s dictatorship OR Trade Unions in France – off you go! I‘m listening!

This isn’t about mini–presentations; it isn’t about detailed and specific knowledge–based questions; in with the knowledge and understanding there have to be arguments supported and conclusions justified.

Keep the knowledge “student led” – or perhaps more appropriately studies-led. In other words, tap into those areas that you know the student can discuss knowledgeably or areas that are personal to individual students such as a visit aboard or contact with pen-friends.

Keep the balance between knowledge and understanding and the purposes these are intended to serve development, justification, support or evidence.

Slide 31

We can use areas that are personal to individual students such as a visit aboard or contact with pen-friends.

Keep the balance between knowledge and understanding and the purposes these are intended to serve – arguments, conclusions, evaluation.

Slide 32

Finally for the Part 1 discussion some best practice pointers.

The key to successful conduct in this new style of speaking test is to approach the discussion as a structured dialogue.

As outlined in this slide such an approach will almost automatically create the exchange needed to address what the mark scheme requires: the mark schemes for this specification require more open discussion around the printed questions – asking follow-up questions based on what students say; checking that no detail has been overlooked; using the opportunities the discussion generates as it proceeds to introduce unpredictable elements.

Slide 33

At the end of Part 1 we collect in everything the student has used from the preparation time and move to Part 2 the IRP presentation. Explain that to the student.

And note the important reminder in bullet point 3 hat we must stop the presentation at the 2 minute point.

Slide 34

In terms of assessment, the presentation is assessed only for AO4 and there are 5 marks available for this.

Slide 35

For this part of the test we have both the mark scheme as shown here:

But perhaps more useful than that is the next slide that shows in more detail what is expected at each level of performance.

Slide 36

This unpacks the more general descriptor shown in the mark scheme and defines more precisely what is meant by thorough, good, reasonable and so on.

Go through the statements for each level of assessment from thorough to very limited.

Slide 37

This is about demonstrating knowledge gained from research through explaining key findings and it  is important to remember that the whole thrust of this part of the test is on individual research. So clearly it will be better to focus on a number of key findings with some development of each rather than deal in depth with only a couple of aspects.

Research sources can be audio, printed, online or video.

Slide 38

Timed presentations learned by heart can sometimes put pressure on students to try and deliver a lot of material quickly and while it’s the case that the presentation is assessed only for AO4 the person listening to it has to be able to follow and understand it. This material will be very familiar to the student BUT the audience assessing this is hearing it for the first time and will listen only once. There are clear messages here about pace and clarity.

Slide 39

Once we move to the discussion we are looking at three assessment objectives each worth 10 marks.

AO1 understand and respond in speech to spoken language including face to face interaction (10 marks). AO3 Manipulate the language accurately, in spoken form, using a range of lexis and structure (10 marks). And AO4 Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken (10 marks).

Slide 40

These descriptors are familiar to us as they are almost an exact copy of the sub-theme discussion descriptors – the only difference here is that unpredictable elements have been replaced by questions. But there’s mention too of how well (or otherwise) the student engages with the discussion.

Slide 41

Engagement with the discussion is about how well the student responds to specific questions posed by the examiner. One of the potential pitfalls of a discussion based on student research is that students will be keen to demonstrate what they know and what they have learned. But this has to be targeted to the questions asked and not simply trotted out regardless of the question.

Slide 42

This slide shows that the examiner really has two reference points to steer the discussion and a balanced use of both o these will make for effective questioning:

Reference point 1: the development of points already made by the student – the invitation to take these further, explain more fully, give examples, not simply accepting an answer then moving to a different aspect; probing and exploring responses made.

Reference point 2: the information provided on the Candidate Record Form. The examiner will need to bring in new and different questions once a previous answer has generated some unpredictable elements of discussion and the CRF provides the starting points for further aspects to be discussed.

Over–reliance on Reference point 2 however will reduce the opportunities for unpredictable elements and this will affect the mark awarded for AO1.

Slide 43

This is exactly the same set of marks and descriptors as for the sub-theme discussion and obviously the key messages will be the same.

Slide 44

Variety of vocabulary, complexity of language and appropriateness of idiom – idiom refers to a form of expression particular to the target language.

Accurate application of grammar: serious errors are defined as those which adversely affect communication.

Pronunciation and intonation – not expected to be of native speaker standard.

Slide 45

Use questions that provide opportunities for complex language to be demonstrated.

Encourage the student to explain points in ways that can show more varied vocabulary.

Distinguish between idiom and idioms and discourage responses peppered with the latter.

Emphasise good and very good pronunciation and intonation in practising speaking skills.

Slide 46

Finally the AO4 descriptors and marks: not here too that 10 AO4 marks are available for the IRP discussion.

9–10 marks – Excellent critical and analytical response. From the research carried out, the student has acquired thorough knowledge and understanding of the culture and society relevant to the chosen topic. Students consistently select relevant information to support their arguments. They consistently use appropriate evidence to justify their conclusions, demonstrating an excellent evaluation of their chosen topic.

7–8 marks – Good critical and analytical response. From the research carried out, the student has acquired good knowledge and understanding of the culture and society relevant to the chosen topic. Students often select relevant information to support their arguments. They often use appropriate evidence to justify their conclusions, demonstrating a good evaluation of their chosen topic.

5–6 marks – Reasonable critical and analytical response. From the research carried out, the student has acquired reasonable knowledge and understanding of the culture and society relevant to the chosen topic. Students sometimes select relevant information to support their arguments. They sometimes use appropriate evidence to justify their conclusions, demonstrating a reasonable evaluation of their chosen topic.

Slide 47

3–4 marks – Limited critical and analytical response. From the research carried out, the student has acquired some knowledge and understanding of the culture and society relevant to the chosen topic. Students occasionally select relevant information to support their arguments. They occasionally use appropriate evidence to justify their conclusions, demonstrating a limited evaluation of their chosen topic.

1–2 marks – Very limited critical and analytical response. From the research carried out, the student has acquired a little knowledge and understanding of the culture and society relevant to the chosen topic. Students rarely select relevant information to support their arguments. They rarely use appropriate evidence to justify their conclusions, demonstrating a very limited evaluation of their chosen topic.

And zero if the student fails completely to engage with the discussion.

Slide 48

Again for this assessment objective we have some very useful pointers about different levels of performance.

Excellent means the student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.

Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions.

Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will consistently be responded to with a confident and effective marshalling of knowledge.

Slide 49

Again for this assessment objective we have some very useful pointers about different levels of performance.

Excellent means the student will respond readily to all opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

Response to questions inviting the student to evaluate critically aspects of what has been researched will be supported by relevant factual knowledge.

Knowledge of the topic under discussion will be used consistently and effectively to support views and opinions.

Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will consistently be responded to with a confident and effective marshalling of knowledge.

Slide 50

Reasonable means the student will respond well to some opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

Response to questions inviting the student to evaluate critically aspects of what has been researched will not generally be supported by some relevant factual knowledge and the student may provide much information that is not directly relevant to the discussion.

Challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering will not usually be responded to with a confident and effective marshalling of knowledge.

Slide 51

Limited means the student may attempt some response to opportunities to explain, develop further, justify and defend opinions and views expressed about the topic under discussion but these will not always be successful.

The nature of these responses will mean that the discussion largely avoids questions inviting the student to evaluate critically aspects of what has been researched in favour of a more factual line of questioning.

There will be few if any challenges from the examiner that perhaps call into question the validity of the student’s findings or the conclusions they are offering.

Slide 52

Very limited means the examiner will be hard pushed to find opportunities to which the student can respond effectively to explain, develop further, justify and defend opinions and views expressed about the topic under discussion.

Questions will be designed to elicit very simple responses both in terms of language and content and there will be little awareness of linking factual information about the topic under discussion to a broader context.

Slide 53

The key message again is the knowledge gleaned from research and how it is used to explain, further develop, justify and defend opinions expressed about the topic under discussion (earlier mention of Reference Point 1 clearly is crucial here).

This is the Individual Research Project – students should come to this presentation and discussion with knowledge and understanding based on and drawn from their research not fairly vague and rather woolly ideas that they’ve picked up from their more general studies over the course.

Challenges from the examiner: again there are other guidance and information sources that outline lines of questioning that promote challenges.

Slide 54

Key messages are now beginning to sound familiar.

We have to use questions that elicit views and opinions.

We have to invite students to explain, develop further, justify and defend their views and opinions.

We have to ensure we challenge students to evaluate critically what they have researched.

We have to invite them to support their views with evidence, with research-based knowledge.

We have to be very quick in reacting to what students are saying.

Slide 55

The key conclusion is shown in that first bullet point: the importance of the examiner’s role in asking the right questions to provide the right opportunities.

Especially with regard to Assessment Objective 4.

In more detail Teacher-examiner’s role is more crucial than ever in ensuring questions asked of students are providing the right opportunities.

AO4: Knowledge and understanding counts for 20 out of the 60 marks available for the speaking test.

Teacher-examiner questions have to draw out that AO4 knowledge not in isolation but in the context of student views and opinions.

Students need to be challenged to support, defend and justify the views expressed with evidence from their studies.

Slide 56

So now just a bit of information about further guidance and support, there is a lot on the subject pages for French, German and Spanish. You can find a range of resources there’s a guide to assessment, there are detailed instructions for the conduct of the exam for the three languages, there are example assessment recordings and assessment commentaries and marks to go with those recordings, and there’s a detailed guide to the individual research project. So there’s plenty of material that will help you prepare for the conduct of these tests, but also prepare students for the tests themselves.

Slide 57

So it only remains for me now to thank you very much indeed for joining this online webinar and to wish you well, both in the preparation of the A-level speaking but also in the conduct of those tests. Thank you very much indeed.