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Assessing Listening Language Assessment-1

This document discusses assessing listening skills in language learning. It covers the importance of listening assessment and different types of listening skills like intensive, responsive, and selective listening. It provides examples of assessment tasks for each type, including cloze exercises, information transfer through charts or pictures, sentence repetition, and dictation exercises.

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Dana amania
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43 views26 pages

Assessing Listening Language Assessment-1

This document discusses assessing listening skills in language learning. It covers the importance of listening assessment and different types of listening skills like intensive, responsive, and selective listening. It provides examples of assessment tasks for each type, including cloze exercises, information transfer through charts or pictures, sentence repetition, and dictation exercises.

Uploaded by

Dana amania
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Language Assessment

Assessing Listening
Lecturer : Dr. Nunung Fajaryani S.Pd., M.Pd

Group 6
Meet Our team !

Shakila Lily Rahmawati

Maria Siska
Shirley Nata S.
A. The Importance of Listening

Why it's important ?

So, We need to pay close attention to


listening as a mode of performance for
assessment in the classroom

Input Output

You couldn't speak without listening !


B. Basic types of Listening
Processes in brain

Determine the type Retainingimportant


Recognizespeech Assignliteral abd
of speech event, or relevant
sounds (Short term intended meaning to
context and information (Long
memory ) the utterance
message. Term)
B. Basic types of Listening
The objectives of listening Assessment

1. Comprehending of surface structure element such as phonemes,


words, intonation, and grammatical category (intensive listening).
2. Understanding of pragmatic context (Responsive Listening)
3. Determining meaning of auditory input (Selective Listening)
4. Developing the gist, a global or comprehensive understanding
(Extensive Listening)
C. Designing assessment task: Intensive
listening
 Listening for perception of the component of a larger strecth of
language.

A. Recognizing Phonological and Morphological Elements :

● Phonemic pair, consonants:

Test-takers hear : He’s from California

Test-takers read : (a) He’s from California


(b) She’s from California
Designing assessment task: Intensive listening

● Phonemic pair, vowels.

Test-takers hear: Is he living?

Test-takers read: (a) Is he leaving?


(b) Is he living?

● Morphological pair, -ed ending

Test-takers hear: I missed you very much

Test-takers read: (a) I missed you very much


(b) I miss you very much.
Designing assessment task: Intensive listening

● Stress pattern in Can’t

Test-takers hear: My girlfriend can’t go to the party

Test-takers read: (a) My girlfriend can’t go to the party


(b) My girlfriend can go to the party

● One-word stimulus

Test-takers hear: Vine /vaIn/

Test-takers read: (a) Vine /vaIn/


(b) Wine /waIn/
Designing assessment task: Intensive listening

B. Paraphrase Recognition

● Sentence pharaphrase

Test-takers hear:
“ Hello, my name is Keiko. I come from Japan.”

Test-takers read:
(a) Keiko is comfortable in Japan
(b) Keiko wants come to Japan
(c) Keiko is Japanese
(d) Keiko like Japan
Designing assessment task: Intensive listening

● Dialogue paraphrase
Test-takers hear:

Man : Hi,Maria, my name’s George.


Woman : Nice to meet you,George. Are you American?
Man : No, I am Canadian.

Test-takers read:
(a) George lives in the United States
(b) George is American
(c) George comes from Canada
(d) Maria is Canadian
Designing Assessment :Responsive Listening

 Appropriate response to a question


Test-takers hear:
“How much time did you take to do your
homework?”
Test-takers read:
(a) About an hour.
(b) About $10
(c) Yes, I did
(d) No, I didnt take homework
Designing Assessment :Responsive Listening

 Open-ended response to a question

Test-takers hear:
“How much time did you take to do your homework?”

Test-takers write or speak:


_________________________________.
Designing Assessment :Selective Listening

 Listening Cloze

Require the test-takers to listen a story, monologue, conversation


and simultaneously read the writen text in which selected words
or phrases have been deleted.
Designing Assessment :Selective Listening
Listening cloze example:
Test-takers hear an announcement from an airline agent and see the
transcript with the underline words deleted.
“ Ladies and gentleman, I now have some connecting gate information for those of
you making connections to other flights out of San Fransisco.”

Flight seven-thirty to Portland will depart from gate seventy-three at nine-thirty


p.m. Flight ten-forty-five to Reno will depart at nine-fifty p.m from gate seventeen.
Flight four-forty to Monterey will depart at nine-thirty-five p.m from gate sixty.
And flight sixteen-thirty to Sacramento will depart from gate nineteen at ten-fifteen
p.m.

Test-takers write the missing words or phrase in the blanks.


 Information Transfer

1. Multiple-picture-cued selection
Example :
Example : 2. Single-picture-cued verbal multiple-choice

Test-takers see:
“ a photograph of woman in a loboratory setting, with no glasses on,
squinting through a microscope with her right eye, and with her leftt eye
closed”

Test-takers hear:
a) She’s speaking into microscop
b) She’s putting on her glassess
c) She has both eyes open
d) She’s using a microscope
Example : 3. Chart-filling
Example : 3. Chart-filling
Designing Assessment :Selective Listening

 SENTENCE REPETITION

The task of simply repeating a sentence or a partial sentence.


Designing Assessment : Extensive
Listening
 Dictation
In a dictation, test-takers hear a passage, typically of 50 to
100 words, recited three times.

Example :
 Communicative Stimulus-Response Tasks
1. Dialogue and multiple-choice comprehension items
Thank You

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