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    Testing and Assessing Listening

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    Hammad Albari
    This document discusses assessing listening skills. It covers several key points: 1. Constructing listening tests poses challenges as listeners cannot rewind or pause what is being said. Tests should represent typical listening tasks. 2. Various listening skills and abilities are identified that could be assessed, including understanding different speech types and functions, as well as lower-level phonemic discrimination. 3. Effective test design considerations include specifying text details, setting performance criteria, selecting authentic speech samples, writing different item types, and moderating and scoring the test. Integrating all language skills is important for assessment.

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    Testing and Assessing Listening

    Uploaded by

    Hammad Albari
    209 views34 pages
    This document discusses assessing listening skills. It covers several key points: 1. Constructing listening tests poses challenges as listeners cannot rewind or pause what is being said. Tests should represent typical listening tasks. 2. Various listening skills and abilities are identified that could be assessed, including understanding different speech types and functions, as well as lower-level phonemic discrimination. 3. Effective test design considerations include specifying text details, setting performance criteria, selecting authentic speech samples, writing different item types, and moderating and scoring the test. Integrating all language skills is important for assessment.

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    This document discusses assessing listening skills. It covers several key points: 1. Constructing listening tests poses challenges as listeners cannot rewind or pause what is being said. Tests should represent typical listening tasks. 2. Various listening skills and abilities are identified that could be assessed, including understanding different speech types and functions, as well as lower-level phonemic discrimination. 3. Effective test design considerations include specifying text details, setting performance criteria, selecting authentic speech samples, writing different item types, and moderating and scoring the test. Integrating all language skills is important for assessment.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    209 views34 pages

    Testing and Assessing Listening

    Uploaded by

    Hammad Albari
    This document discusses assessing listening skills. It covers several key points: 1. Constructing listening tests poses challenges as listeners cannot rewind or pause what is being said. Tests should represent typical listening tasks. 2. Various listening skills and abilities are identified that could be assessed, including understanding different speech types and functions, as well as lower-level phonemic discrimination. 3. Effective test design considerations include specifying text details, setting performance criteria, selecting authentic speech samples, writing different item types, and moderating and scoring the test. Integrating all language skills is important for assessment.

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    You are on page 1of 34

    TESTING AND

    ASSESSING LISTENING
    LANGUAGE ASSESMEN
    DELLA OFERISCHA
    (1305376) K4.2013

    TESTING LISTENING

    Some problems appears in constructing listening test:


    listeners cannot usually move backwash and forward over
    what being said
    doesnot represent a typical listening task for most people

    A. Specifying what the candidate


    should be able to do

    Content

    Operations
    Some operation may be classified as global. They
    include ability to:
    obtain the gist
    follow an argument
    recognize the attitude of the speaker

    Informational
    Obtain factual information
    Follow instructions(including directions)
    Understand requests for information; expression of needs; request for
    help; permission; apologies
    Follow sequence of events (narration);
    Recognise and understand opinions
    Follow justification of opinions
    Understand comparisons
    Recognise and understand suggestions; comments; excuses; expressions
    of preferences; complaints; speculation

    Interactional
    Understand greeting and introductions; expressions of
    agreement; disagreement
    Recognise speakers purpose; indications of uncertainty
    Understand request for clarification
    Recognise request for clarification; opinion; indications of
    understanding; indication of failure to understand
    Recognise and understand corrections by speake;
    modifications of statements and comments
    Recognise speakers desire that listener indicate
    understanding; when speaker justifies or support statements
    of other speaker; when speaker questions assertions made by
    other speakers; attemps to persuade others

    It may also be thought worthwhile testing lower level


    listening skill in a diagnostic test. These might include:
    Discriminate between vowel phonemes
    Discriminate between consonant phonemes
    Interpret intonation pattern

    Texts
    For reasons of content validity and backwash, text should be specified as
    fully as possible:
    Text type
    monologue, dialogue or multiparticipant
    Further specified: conversation, announcement, talk or lecture, instruction,
    direction, etc
    Text form
    Description, exposition, argumentation, instruction, naration
    Length
    Maybe express in seconds or minutes
    Speed of speech
    Maybe express as word per minute (wpm) or syllable per second (sps)
    Dialects
    Standard or non-standard varieties
    Accents
    Regional or non regional

    B. Setting criterial levels of performance


    The remarks made in the chapter on testing reading apply
    equally here. If the test is set at an appropriate level, then,
    as with reading, a near perfect set of responses maybe
    required for a pass. ACTFL (American Council for Teaching
    of Foreign Language) or ILR (Interagency Round Table) or
    other scales maybe used to validate the criterial levels that
    are set.

    C. Setting the task


    1. Selecting sample of speech (text)
    use samples of authentic speech to find out:
    .How candidates can cope with language intended for
    native speakers?
    .Whether candidates can understand the language
    that maybe adressed to them as non-native speakers.
    sources: radio, television, spoken-word cassetes,
    teaching material, internet, recording of native
    speakers.

    2. Writing Items
    For extendede listening, a useful first step is to listen to
    the passage and note down what it is that candidates should
    be able to get from the passage.
    Things to do to restraint problems in the test:
    - Candidates should be warned by key words
    - Candidates should be given fair warninginthe passage
    - Candidates should be given sufficient time at the outset to
    familiarise themselves with the items

    Possible Techniques
    1.Multiple Choice
    2.Short answer
    3.Gap filling
    4.Note taking
    5.Partial dictationtranscription

    1. Multiple Choice
    The advantages and disadvantages of using multiple
    choice in extended listening tests are similar to those
    identified for reading test.
    There is a problem of the candidates having to
    - hold in their heads four or more alternatives while
    listening to the passage
    - after responding to one item
    - taking in and retaining the alternatives for the next item

    2. Short answer
    This technique can work well because it provides:
    - Short question and straightforward
    - The correct
    - Preferably unique
    - Response is obvious

    3. Gap Filling
    This technique can work well where a short
    answer question with aunique answer isnot possible.

    4. Information Transfer
    This technique is as useful intesting listening as
    it is in testing reading because it makes minimal
    demands on productive skills.
    - Involve the labelling of diagrams or pictures
    - Completing forms
    - Making diary entries
    - Showing routes on a map

    5. Note taking
    This activity can be quite realitically replicated in
    the testing situation.
    Candidates take notes during the talk,and only
    after the talk is finished do they see the items to
    which theyhave to respond.

    It is essential to use a passage from which


    notes can be taken successfully in making a test.

    6.Partial dictation
    It can be useful as a testing technique. This can
    be used diagnostically to test students ability to
    cope with particular difficulties (such as week
    forms in English)
    7. Transcription
    Candidates maybe ask to transcribed numbers or
    words which are spelled letter by letter.

    3. Moderating the item


    The moderationof listening items is essential
    It should be carried out using the already
    prepared recordings or with the item writer
    reading the text as it is meant to be spoken in the
    test.
    The moderator beginby taking the test and
    analyze their items and theirreaction to them.

    4. Scoring the listening test


    In scoring a test of a receptive skill, there is no reason to
    deduct points for errors of grammar or spelling.

    ASSESSING LISTENING

    A. INTEGRATION OF SKILLS IN LANGUAGE ASSESMENT

    Every language teacher and researcherwill tell you that the integration of
    skills is of paramount importance in language learning.
    In assessing language, integration is even more of a certainty because
    assesment virtually always implies a two-ways street between the
    teacher/tester and the student: A set of questions of prompts is produced by
    the teacher and comprehended by the test-taker. Such integration is of course
    authentic in its simulation of real-world communication.
    B. ASSESSING GRAMMAR AND VOCABULARIES

    There is no such thing as a test of grammar or vocabulary that does not evoke
    one or more of the separate skills of listening, speaking, reading, or writing.
    Assessing grammar is to provide current perspectives on the myths and the
    realities of form-focused assessment and to bring grammar and vocabulary test
    more in line with current view of functional grammar and pragmatics.

    C. OBSERVING THE PERFORMANCE OF THE

    FOUR SKILLS

    The relationship between listening and two interacting concepts (performance


    and observation).
    1.Performance
    All language users perform tha acts of listening and speaking. one
    important principle for assessing a learners competence is to consider the
    falibility of the result of a single performance, such as that produced in a
    test.
    2. Observation/ Observable
    It means being able to see or hear performance of the learner (the senses
    of touch, taste, and smell dont apply very often to language testing)

    D. THE IMPORTANCE OF LISTENING


    Listening is often emphasizes as a component of speaking
    Therefore we need to pay close attention to listening as a mode of
    performance for assesment in the classroom

    E. BASIC TYPES OF LISTENING


    The following processes flash through your brain:
    1.You recognise speech sounds and hold a temporary imprint of them in shortterm memory.
    2.You simultaneously determine the type of speech even (monologue,
    insterpersonal dialogue, transactional dialogue) that is being processed and
    attend to its context and the content of the message.
    3.You use (bottom-up) linguistic decoding skills and/or (top-down) background
    schemata to bring a plausible interpretation to the message and assign a literal
    and intended meaning to the utterance.
    4.In most cases, you delete the exact linguistic form in which the message was
    originally receive in favor of conceptually reatining important or relevant
    information in long-term memory.

    Each of those stages represents a potential


    assesment objective:
    1.Comprehending surface structure elements such
    as phonemes, words, intonation, or grammatical
    category
    2.Understanding pragmatic context
    3.Determining meaning of auditory input
    4.Developing the gist, a global or comprehensive
    understanding

    From these stages we can derive four commonly


    identified types of listening performance:
    Intensive
    Responsive
    Selective
    extensive

    What makes listening difficult


    - Clustering
    - Redundancy
    - Reduced forms
    - Performance variabels
    - Colloquial language
    - Discourse markers
    - Rate of delivery
    - Stress, rythm, and intonation
    - interaction

    G. DESIGNING ASSESMENT TASKS: INTENSIVE


    LISTENING
    Once you have determined objectives, your next step is to design the
    tasks, including making decisions about how you will elicit performance and
    how you will expect the test-taker to respond.
    H. DESIGNING ASSESMENT TASKS: RESPONSIVE
    LISTENING
    The objective of this item is recognition of WH-Question and its
    appropriate response.
    I. DESIGNING ASSESMENT TASKS: SELECTIVE
    LISTENING
    The test-taker listens to a limited quantity of aural input and must
    discern within it some specific information.

    Techniques of selective listening


    Listening cloze
    it requires the test-taker to listen to a story, monologue,
    or conversation and simultaneously read the written text in
    which selected words or phrases have been deleted.
    weakness of listening cloze is that they may simply become
    reading comprehension task.
    Information transfer
    it must be tranferred to a visual representation, such as
    labeling a diagram, identifying an element in a picture,
    completing a form, or showing routes on a map
    Sentence repetition
    this task may test only recognition of sounds and it can
    easily be contaminated by lack of short-term memory ability.

    J. DESIGNING ASSESMENT TASKS:


    EXTENSIVE LISTENING
    Some important question about designing assessments at this
    level emerge:
    1.Can listening performance be distinguished from cognitive
    processing factors such as memory, associations, storage, and
    recall?
    2.As assessment procedures become more communicative, does
    the task take into account test-takers ability to use
    grammatical expectancies, lexical collocations, semantic
    interpretations, and pragmatic competence?
    3.Are test tasks become more and more open-ended, they more
    closely resemble pedagogical tasks, which lead one to ask, what
    is the difference between assessment and teaching tasks?

    Dictation
    Communicative stimulus-response tasks
    Authentic listening tasks
    - notetaking
    - editing
    - interpretive tasks
    - retelling

    THANK YOU

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