LANGUAGE

ASSESSMENT
 ASSESSING LISTENING

Observasing The Performance Of The Four Skills

Several tests that are combined to form an assessment

A single test with multiple tet tasks to account for learning styles and performance
variables
In-class and extra-class graded work
Alternative forms o assessment ( e.g journal, portofolio, conference, observation, self-
assessmet, peer-assessment)
 OBSERVING THE PERFORMANCE OF THE FOUR SKILLS

assess that persons competence, but observe the

Performance
persons performance.
doesnt indicate true competence

observation being able to see or hear the performance of the

learner
Can the teacher directly observed ?
skills The process The Product
Listening No No
Speaking Yes No*
Reading No No
Writing Yes Yes

Listeningperformance itself is the invisile.

inaudible process of the listening from the auditory signals being transmitted to the ear and brain.
THE IMPORTANCE OF LISTENING

Listening is often implied as a component of speaking

 BASIC TYPES OF LISTENING

Intensive : for perception of the components of a larger stretch of language.

Responsive : to a relatively short stretch of language

Selective : processing streches of discourse

Extensive : to develop a top-down, global understanding of spoken language

MICRO- AND MACROSKILLS OF LISTENING

Microskills Macroskills

Focusing on the larger

Attending to the smaller bits
elements involved in a top-
and chunks of language,in
doen approach to a listening
more of a bottom-up process
task
 DESIGNING ASSESSMENT TASKS : INTENSIVE LISTENING

Recognizing Phonological and Morphological elements

Test-takers hear : Hes from California

Phonemic pair,
consonanats Test-Takers read : A. Hes fromCalifornia
B. Shes from California

Test-takers hear : I missed you very much

Morphological
pair, -ed ending Test-Takers read : A. I missed up you very much
B. I miss you very much
 Paraphrase Recognition

Assessed by providing a stimulus sentence and asking the test-takers to

choose the correct paraphrase

Test-takers hear : Hello,my names Keilo. I come from Japan

Test-takers read : A. Keiko is comportable in Japan

B. Keiko wants to come Japan
C. Keiko is Japanese
D. Keiko likes Japan
DESIGNING ASSESSMENT TASKS : RESPONSIVE LISTENING

Provide some interactivity in these lower-end listening task

Appropriate response to a question

Appropriate response to a question :

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

Test-takers read : A. In about an hour

B. About an hour
C. About $10
D. Yes, I did

Open-ended response :

Test-takers hear : How much time did you take to do your homework?
Test-takers write or speak : ________________________________________
 DESIGNING ASSESSMENT TASKS : SELECTIVE LISTENING

A limited quantify of aural input and must discern within it some specific
information

Techniques have been used that require selective listening :

1. Listening Cloze
listen to a story,monologue, or conversation and sintaneously read the writen text
Consist of a passage in which every word is deleted
Other L.C may focus on a grammatical category
Normally use an exact word method of scoring
 2. Information Transfer

labeling a diagram, identifying an elementin a picture,completing a form or

showing routes on a map

Examples :

Multiple picture cued selection

single picture cued verbal multiple choice
chart filling

3. Sentence Repetition

repeating a sentenc or a partial sentence, or sentence repetition

 DESIGNING ASSESSMENT TASKS : EXTENSIVE LISTENING

1. Dictation

Hear a passage, typically of 50-100 words

Recited three times
- First reading (natural speed, no pauses, test-takers listen for gist)
- Second reading (slowed speed, pause at each // break, test-takers write)
- Third reading (natural speed, test-takers check their work)
 2. Communicative Stimulus-Response Tasks

Presented with a stimulus monologue or conversation

asked to respond to a set of comprehension questions

Dialogue and multiple-choice

comprehension items
Examples :
Dialogue and authentic questions
on details
 3. Aunthencity Listening Tasks

with limited time frames implies and equally limited

capacity to mirror all the real-world contexts of lidtening
performance
 LISTENING TESTS

Two broad categories of tets that incorporate the listening skill:

Utilize listening : evaluate

Aural tests : as a tool to evaluate
proficiency in the listening skill
something else
itself.
 LIMITED RESPONSE

Effective way to test the listening skill of beginning adults or

children

Native-Language responses Picture Cues

used true-false questions with the true-

using a set of three or four related pictures
false options printed in the native
E.g : (pictures in page 130)
language
e.g : circle T for true F for false :
although their bikes are clean, the two
boys are dirty.
Horses can flay T *F
Students would select the picture
Houses are bigger then people *T F
 Task Responses
individual : students do various things to
show how well they understand
e.g : stand up,please. And then walk to
the door,etc
Group
e.g : Draw a circle around the boy who is
up in the tree
Alternate Forms of Limited
Response
Choosing the best statement
choosing the best figure
Advantages of Limited Response
suitable for pesons not able to read and write in
the target language
involves flexible techniques
questions are generally quite easy to prepare
items are rather objective
Limitations of Limited Response
limited to classes with bilingual teachers and
students (same language background)
neither needed nor preferred by intermediate to
andvance students
Pictures cue items are not always easy to find
 MULTIPLE-CHOICE APPROPRIATE RESPONSE

Learn to adjust the

Focusing on meaning Keep the options simple
difficulty of the items

(when jack leaves, theyll

hire you, wont they ?) Take items illustrated above
Notice how simple and brief
Make them easier or more
A. Yes, you will the three options are
difficult
B. Yes, hes leaving
C. Yes, they will
 Alternate Forms of multiple-choice
appropriate respons
added comment
(Marie isnt coming)
A. But she has B. But she should
C. But she does
paraphrase
(Bill isnt any heavier than George)
A. Bill is havier B. George is havier
C. They weigh about the same
question on a dialog
Advantages of multiple-choice
appropriate respons
fast and easy to correct
scored consistently and reliably
an integrative, communicative measure of
listening
Limitations of multiple-choice
appropriate respons
more difficult to prepare
Cheating is fairly easy
need to be literate in English
 TESTING EXTENDED COMMUNICATION

The Students, need to understand

talks,lectures. And also movies, radio,TV
programs.

Short Lecture Contexts

-giving the passage orally instead of in written form

Social/Business Contexts
-include radio,and TV commercials, extended social conversiation and
routine business transaction
 Alternate Forms of testing extended
communication
1. Examiner Voice
where is this conversation taking
place?
A. At a Church
B. At a restaurant
C. At home
2. Sentence Completion
During this discussion,the lady . . .
A. Bought an airplane ticket
B. Checked on someonesflight
C. Checked in at an airplane terminal
3. Open-ended responses
What time of the day is it
?____________
Advantages of testing extended
communication
Closely approximate real-life
communication
Fast and easy to correct
Scored consistently and reliably
Limitations of testing extended
communication
Need to be able to read English
Difficult tofind or prepare natural-sounding
listening passagers
Cheating on these tests