Palanas, Mae A.

08-08-2020

Testing in Language and Literature

I. Listen to the videos on Testing the Receptive and Productive skills. Then,

discuss comprehensively (in not less than 300 words) the necessities, the

important points considerations and how each is tested: a. Reading b.

Listening c. Speaking d. Writing

A. Reading

Reading regulates the suitable approach to reading comprehension. In

reading we can learn new information or verify existing knowledge. Also, in

reading we can study the author’s style in writing and can critique the meaning.

Some learners also read as an enjoyment, they read fiction or non-fiction to

create an amazing imagination. It is also important for a person to read because

this will enhance their vocabulary and knowledge of the language being read.

Reading is an ultimate skill for learners hence this will not just help them in

their studies but in their life. Another purpose for reading is to develop student’s

awareness of the reading process and reading strategies.

Reading can widen the cultural awareness of the learners because they

will be exposed to culture, traditions, histories and beliefs, especially when

students have access to newspapers, magazines, and Web sites.

In order to practice the students reading strategies, teacher can use

reading material or allow students to read their assignment in front of the class.
 It will make students to be conscious of what they are doing and tried their best

to read in front.

B. Listening

Listening is important skill in communication because listening is a

communication method that involves the listener to understand, infer and assess

what he or she hears. It serves as an approach to make everybody grasp which

is being said. On the other hand, listening activities will help students learn how

to listen and develop the metacognitive knowledge and strategies fundamental to

success in listening comprehension.

Listening has an essential role in audio-lingual methods, since there are

students who listened to imitate what they heard for the improvement of their

pronunciation and diction.

In teaching listening to the learners it is not necessary to understand every

single word. The words that are less important can be ignored and focus on

keywords and important facts. Learners can use their general knowledge to find

out the meaning. It is also important for the learners to take notes to review some

information needed.

C. Speaking

According to Cambridge Dictionary (2017), speaking is defined as

an act or skill of giving a speech at a public event. It is a language ability

that uses words strung together and are intended to be spoken or

verbalized.
 In the same vein, Brown (1994) pointed out that speaking is

an interactive process of constructing meaning that pertains to

generating and accumulating information. This view is strengthened by

Joyce (1997) when she emphasized that speaking is a form and

meaning dependent on the context in which it occurs, including the

participants themselves, their collective experiences, the physical

environment and the purposes for speaking. In other words, the most

distinguished feature of speaking is the verbalization of words forming

meaningful sentences.

Therefore, in order to assess or test the speaking skill of the

learners we should consider the speech sounds and sound patterns. The

use of word and sentence stress, intonation patterns and the rhythm of

the second language. The selection of appropriate words and sentences

according to the proper social setting, audience, situation and subject

matter. Also, the organization of their thoughts in a meaningful and

logical sequence.

D. Writing

As Walsh (2010) says:

Writing is important because it’s used
extensively in higher
education and in the workplace. If students
don’t know how
to express themselves in writing, they won’t be
able to com-
municate well with professors, employers,
peers, or just about
anyone else. Much of professional
communication is done in
writing: proposals, memos, reports, applications,
preliminary
interviews, e-mails, and more are part of the
daily life of a col-
lege student or successful graduate.
Writing played an important role in communication. A writing skill is good

for a person to express oneself. Writing paragraphs or essays is one of the

terrible experiences for students in school, but it is also one of the essential skills.

Learners who have interest in writing at their young age can easily master the

skill in their later life. That’s why, student should be capable enough to write a

sentence precisely. One requires a good sort of knowledge, appropriate

experience and background about the topic which he/ she is writing.

Writing is also important to increase your knowledge, creativity and

imagination. In order to write effectively, a writer should be smart enough as he/

she writes with his experience. When a learner is writing his/ her life experiences

all his knowledge related to that memories comes out and it is easy to compose

such piece.
II. Design an assessment for each of the skill that follows. You may use any type of

assessment. It may be a written test, performance-based or both. If you choose a

performance task to test the skill, make an analytic rubric for rating.

A. Reading

B. Listening

C. Speaking

D. Writing

A. Reading Assessment

A. Reading task
Directions:

 The students will be given a short paragraph to read and ask them to report back
in their own words.

Friendship
Friendship is something abstract idea. Friendship is not
made, but born. Shakespeare says that friendship is a nameless
address. It is the inherent instinct that is created out of the
human heart. It is essential for life because it helps us live
happily and peacefully. Without friendship life gets dull and
gloomy. For our mental peace and satisfaction we need
friendship. A true friend is one, who loves his friend truly and
selflessly. There is no alternative to true friendship. It is the
celestial gift of God. All the good things develop friendship.
Honesty, love, good manners, education and so on develop
friendship. Mutual understanding maintains friendship. A false
friend does harm to the real friends. He is not a friend in need.
He does not think good of his friend. He is jealous of his
friend's betterment.

B. Reading task

Making Personal Pronouns Agree with Indefinite

Pronouns.
Read and analyse the following sentences. Choose
the correct pronoun in each sentence.
Example: Each of the men signed (his, their) name.
 His
B. Listening Assessment

A. Map Task

Directions: The teacher will play an audio which is about “Map Task” and the
students will listen to the audio while locating the direction of the place on the map.
 B. Discriminating Stress and Intonation

Directions: The students will listen to a sentence and must indicate what
words carry the main stress.
Example:

1) He bought apples, peaches, pears,

and oranges.
2) We went to Paris, Brussels,
Argentina, and London.
3) I saw Esther, Jane, Neil, and Susan.
4) My mother is carrying a bag.
5) The dog runs in the street.
C. Speaking Assessment

A. Practical
Application

Let’s play ‘spot the differences’ game.

Directions:
• The class will be divided into two groups.

• The students will look at the pictures and try to find ten differences.
 B. Speaking
Activity

Asking Questions (Pair-work)

Question Review Activity Execution

Tell students that you are going to read the answer to a question, and they have to
guess the question. Give them some examples, e.g.:

 “I am 6’3.” (“How tall are you? / What is your height?”)

 “I have been living here for 2 years” (stressed the underlined parts so they know
what information to ask the question about)
 Elicit the questions. Once they understand, tell the students that they are going to
do the same activity with a partner, i.e. they will read an answer, and their
partner will guess the question.
 Before distributing the worksheets, tell them that you want them to read the
answer to their partner — NOT show them the paper.

1. Mary joined the company in 2011.

2. John met his girlfriend at work.
3. They went to Spain for a week.
4. They are staying at a hotel.
5. She bought a new iPad.
6. There were more than 1,000 people at the club.
7. Kate had to wait an hour for the bus.
8. Tom likes pizza
9. The BMW cost $10,000.
10. The class starts this week
D. Writing Assessment

A. Pictured-Cued Task

Picture description
Directions: Provide a general description of the picture
using an adjective. Write your answer in paragraph form.

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 B. Picture-Cued Task

Directions:

The students will describe the picture by the

following number.

2.
8.
4.
6.
5.

7.

9.

3. 1.

10.