Group1 - Meeting7 - Assessing Listening

Assessing
Listening
Presented by: Nurﬁta Sari
Vahra Dilla Az-Zahra
Azzahra Nanda Islami
Lectured by: Dr. Ismail Petrus, M.A. & Prof. Diemroh Ihsan, M.A., Ph.D
Observing The performance of Four Skills
Things that we can observe during listening as the receptive
skill are process and product. So, one important principle for
assessing a learner’s competence is to consider the fallibility
of the result of a single performance, such as a teacher to
triangulate your measurements (Invisible and Audible)
20
The importance of listening XX
Listening is often implied as a component of speaking.

Therefore need to pay attention to listening as a mode of
performance for assessment in the classroom.
Types of Listening
Intensive Phonemes, words, intonation
Responsive A greeting, command, question
Selective Tv, radio news item, stories

Listening for the gist, the main idea ,
Extensive
making inference
Micro and Macro Skill of Listening
Micro Skills: Macro Skills:
Attending to the smaller bits and chunks of Focusing on the larger elements involved
language, in more of bottom - up process in a top-down approach
Developing a sense of which aspects of listening performance are predictably difficult and to assign
weights to items. There are some following list of what makes listening difficult.
1. Clustering: Chunking-phrases, clauses, constituents
2. Redundancy: Repetitions, rephrasing, elaborations and insertions
3. Reduced Forms: Understanding the reduced forms that may not have been a part of English
learner’s past experience in classes where only formal “textbook” language in natural speech
4. Performance variables: being able to “weed out” hesitations, false starts, pauses and correction
in natural speech.
5. Colloquial language: comprehending idioms, slang, reduced forms, shared cultural knowledge
6. Rate of delivery: keeping up with the speed of delivery, processing automatic cally as the speaker
continues
7. Stress, rhythm and intonation: correctly understanding elements of spoken language the smaller
phonological bits and pieces.
8. Interaction: managing the interactive flow of language from listening to speaking to listening, etc.
Adapted from Richards (1983)., Ur (1984)., & Dunkel (1991).

20
XX
Designing Assessment Task

Intensive Listening
1. Recognizing Phonological and Morphological Elements
A. Phonemics Pair, consonants

Intensive Listening
B. Phonemics Pair, vowels
C. Morphological Pair, -ed Ending

Intensive Listening
D. Stress Pattern in can’t
C. One word stimulus

Intensive Listening
2. Paraphrase Recognition
A. Sentence Paraphrase
B. Dialogue Paraphrase
Responsive Listening
A. Appropriate Response to a question
B. Open-ended Response to a question

03
Selective Listening
Listening for specific information: student listen to a block
of information and complete some activity.
20
XX
1. Listening CLOZE
A cloze is a practice exercise where learners
have to replace missing words from a text.
These are removed at regular intervals, for
example every five words. This contrasts with a
gap-fill exercise, where words are chosen and
removed in order to practise a specific
language point.
1. Listening CLOZE
X May simply become a reading comprehension task
Make sure the blanks are items with high information loads
that can’t be predicted.
2. Information
Transfer
is a technique used to improve students
listening comprehension where learners
reproduce the message they hear in a new
form, for example when they listen and
respond by ordering a set of pictures,
completing a map, drawing a picture or
completing a table.
2. Information Transfer
Multiple-picture-cued selection : test-taker will listen to short story, they
are expected to know the event of the story and arranged them.
2. Information Transfer
Single-pictures-cued verbal multiple questions
In TOEIC, one single photograph is presented to the test taker, who then
hear four different statement and must choose one of the four to ndescribe
the photograph.
Information Transfer
Chart filling
3. Sentence
Repetition
After listening to a recording of a
sentence, students repeat the sentence.
04
Extensive Listening
Extensive Listening (EL) is defined as a language teaching
and learning approach that encourages language learners to
be exposed to a large amount of easily comprehensible
and enjoyable materials presented in the target language
over an extended period. (Nation & Newton, 2009)
Extensive Listening
What makes it different in terms of assessment?

Students are listening to longer blocks of language communication.
For example, discussions, lectures, music, etc.
Something to consider:
How do we distinguish listening performance realm cognitive processing?
1. Dictation
Scoring criteria:
● Spelling error only, but the word appears to have been heard
correctly
● Spelling and/or obvious misrepresentation of a word, illegible word
● Grammatical error (I can’t do it / I can do it )
● Skipped word or phrases
● Permutation of words
● Additional words not in the original
● Replacement of a word with inappropriate synonym
1. Dictation
Dictation refers to the process
of transcribing spoken text. The
teacher, will read out (dictate)
a passage of text while another
person, for example the
students, will write down what
is being said as accurately as
possible.
The aim is for the students to

fully understand and then
re-convey the meaning of the
passage they have heard with
the correct grammar and
spelling.
2. Communicative Stimulus-Response Task
Test-taker is presented with stimulus monologue or conversation and then is
asked to respond to a set of comprehension questions. For instance, in
TOEFL Listening Test.
2. Communicative Stimulus-Response Task
Other examples:
Part B and Part C of Listening Task in TOEFL.

3. Authentic Listening Task
3.a. Note-taking: is the practice of writing down or otherwise recording key points of
information. For example, in class, teachers or lecturer is doing a 15 minutes lectures,
then students are required to take notes.
3.b. Editing: is an authentic task where students are provided with spoken and
written stimulus, students require to listen for discrepancies.
3.c.. Interpretive Tasks: students are required to infer a response or a story
or text. For example, songs lyrics, recited poetry, news report videos, and oral
account of an experience.
3.d. Retelling: students are listening to a story or a news event and then are
required to retell it or summarize it.
Thanks!
Questions:
1. How accurate do you think is the measurement
of listening assessment? Do you think that
cognitive process can be a barrier of getting the
the accurate result of listening assessment?
2. Which types of listening assessment have you
made or done?
CREDITS: Share template
This presentation your experience
was created by about
Slidesgo,the
and
includes icons by Flaticon, and infographics & images by Freepik
process of making , assessing and the types of
student you were dealing with?
Questions from other groups

Group1 - Meeting7 - Assessing Listening

Uploaded by

Copyright:

Available Formats

Group1 - Meeting7 - Assessing Listening

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group1 - Meeting7 - Assessing Listening

Uploaded by

Copyright:

Available Formats

Assessing

Listening is often implied as a component of speaking.

Intensive Phonemes, words, intonation

Responsive A greeting, command, question

Selective Tv, radio news item, stories

Adapted from Richards (1983)., Ur (1984)., & Dunkel (1991).

Designing Assessment Task

A. Phonemics Pair, consonants

C. Morphological Pair, -ed Ending

C. One word stimulus

B. Open-ended Response to a question

What makes it different in terms of assessment?

The aim is for the students to

Part B and Part C of Listening Task in TOEFL.

You might also like