Assessing

Listening
Group 5:
Ajri khairani
Fauzan fakhrezi khaitami
Febrina Amandita
Nur Fajrina
 Contents
Contents

Observing the performance 01 Designing and Assessment

05 Task: Intensive Listening
of the four skills

The Importance of Listening 06 Designing and Assessment

02
Task: Responsive Listening

Basic Type of Listening 03 Designing and Assessment

07
Task: Selective Listening

Micro and Macro Skill of Designing and Assessment

Listening
04 08
Task: Extensive Listening
Observing the performance
of the four skills
Things that we can observe during listening as the receptive skills are
process and product ( invisible, audible )
The importance of listening
Listening is often implied as a component of speaking
Basic Type of Listening

Intensive

Responsive

Selective

Extensive
 Micro and macro skills of listening:
01 Micro skills :
Attending to the smaller bits and
chunks of language, in more of
bottom-up process
1. Discriminate among the distinctive sounds of
English
2. Retain chunk of language of different length in
short term memory
3. Recognize reduced forms of words
4. Process speech at different rates of delivery
5. Recognize cohesive devices in spoken
discourse
02 Macro skills:
Focusing on the larger elements
involved in a top-down approach
1. Recognize the communicative functions of
utterances, according to situations, participants ,
goals
2. Infer situations, participants, goals using real
world knowledge
3. Distinguish between literal and implied
meanings
4. Use facial, kinesthetic, body language, and
other nonverbal clues to decipher meanings
 What makes listening difficult?

01
03

Reduced Performance
Clustering Redundancy
Forms Variables

02
04

08
06 Stress,
Rhythm,
Colloquial Rate of and Interaction
Language Delivery Intonation
05 07
 Designing Assessment Task:
Intensive Listening
How the test-taker to understand their listening capability such as
phonemes, words, vowels, consonants and so on.
 Intensive Listening
Recognizing Phonological & Morphological elements
1. Phonemic pair, consonant 2. Morphological pair, -ed ending

Test-taker hear: He’s from

Test-taker hear: I missed you very
California much.
Test-taker read: Test-taker read:
A. I missed you very much.
A. He’s from California B. I miss you very much.
B. She’s from California
 Paraphrase recognition
Recognizing Phonological & Morphological elements
1. Sentence Paraphrase
Test-taker hear : Hello, my name’s Keiko.
I come from Japan.
Test-taker read:
A. Keiko is comfortable in Japan.
B. Keiko wants come to Japan.
C. Keiko is Japanese
D. Keiko likes Japan
2. Dialogue Paraphrase
Test-taker hear:
Man: Hi, Maria my name’s George.
Woman: Nice to meet you, George. Are you
American?
Man: No, I’m Canadian.
Test-taker read:
A. George lives in the United States
B. George is American.
C. George comes from Canada.
D. Maria is Canadian.
 Designing Assessment Task:
Responsive Listening
How the test-taker to respond a question and answer provide some
interactivity in these lower end and listening tasks.
 Responsive Listening
Appropriate respond to a question

Test-taker hear: How much time did you take to do your homework?
Test-taker read: A. In about an hour.
B. About an hour.
C. About $10.
D. Yes, I did.
 Responsive Listening
Open-ended response to a question

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

Test-taker write or speak: ________________________.
Designing and Assessment Task:
Selective Listening
Selective text is which the test-taker listens to a limited quantity of
aural input and must discern within it some specific information.
 LISTENING CLOZE

Listening cloze tasks

(sometimes called cloze dictations or partial dictations)
require 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.
 EXAMPLE

Ladies and gentlement, I now have some connecting gate information to those
of you making connections to other flights out of San Fransisco.
 
 Flight seven-oh-six to Poland 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-fourty to Monterey will depart at nine-thirty-five p.m. from gate
sixty.
 And flight sixteen-oh-three to Sasramento will depart from gate
nineteen at ten-fifteen p.m.
 INFORMATION TRANSFER

Information transfer is aurally processed information must

be transferred to a visual representation, such as labeling
a diagram, identifying an element in a picture, completing
a form, or showing routes on a map.
Information transfer: multiple-picture-cued selection
• Test-taker hear:
Choose the correct picture. In my back yard I have a bird feeder. Yesterday,
there were two birds and a squirrel fighting for the last few seeds in the
bird feeder. The squirrel was on top of the bird feeder while the larger bird
sat at the bottom of the feeder screeching at the squirrel. The smaller bird
was flying around the squirrel, trying to scare it away.
• Test-taker see:
Information transfer:single-picture-cued verbal multiple-choice
• Test-taker see:
A photograph of a woman in a laboratory setting, with no glasses on, squinting
through a microscope with her right eye, and with her left eye closed.

• Test-taker hear:
a. She’s speaking into a microphone.
b. She’s putting on her glasses.
c. She has both eyes open.
d. She’s using a microscope.
 Information transfer:chart-filling
• Test-taker hear:
Now you will hear information about Lucy’s daily schedule. The information will be given twice.
The first time just listen carefully. The second time, there will be a pause after each sentences. Fill in
Lucy’s blank daily schedule with the correct information. The example has already been filled in.
You will hear : Lucy gets up at eight o’clock every morning except on weekends. You will fill in the
schedule to provide the information.
Now listened to the information about Lucy’s schedule. Remember, you will first hear all the
sentences. Then you will hear each sentence seperately with time to fill in your chart.
Lucy gets up at 08:00 every morning except on weekends. She has English on Monday, Wednesday,
and Friday at ten o’clock. She has History on Tuesday and Thursday at two o’clock. She takes Chemistry
on Monday from two o’clock to six o’clock. She plays tennis on weekends at four o’clock. She eats lunch
at twelve o’clock everyday except Saturday and Sunday.
Now listen a second time. There will be a pause after each sentence to give you time to fill in the
chart. (Lucy’s schedule is repeated with a pause after aech sentence).
 Information transfer:chart-filling
The test-taker see the following weekly calendar
 SENTENCE REPETITION

Sentence repetition is the task of simply repeating a

sentence or partial sentence.

e.g. Please don’t bring food into the classroom

 Designing and Assessment
Task: Extensive Listening
Listening to develop a top down global understanding of spoken
language.
 Designing and assessment
task:Extensive Listening
01 Dictation

Dictation is a widely researched

genre of assessing listening
comprehension. 02 Communicative
process Stimulus-Respon Task.
This is a popular genre of
03 Authentic assessment task in which the test-
Listening Task. taker is presented with a stimulus
Ideally, listening tests are monologue or conversation.
cognitively demanding,
communicative, authentic,
and interaction.
 Dictation
Dictation is a practical valid method for integrating listening and writing
skills, but the authenticity is questioned.

Recited three times:

First recite at normal speed, (no pauses and test taker listen for gais).
Second recite with long pauses between phrases or natural word
groups (during which time test-takers write down what they have just
heard.)
Third recite at normal speed once more (so test-taker can check their work and
proofread.)
 EXAMPLE
First reading
(natural speed, no pauses, test-takers listen for gist):

The state of California has many geographical areas.

On the western side is the Pacific Ocean with its beaches and sea life. The central part
of the state is a large fertile valley. The southeast has a hot desert, and the north and
west have beautiful mountains and forests. Southern California is a large urban area
populated by millions. of people.

Second reading
(slowed speed, pause at each // break, test-takers write):

The state of California // has many geographical areas. // On the western side //
is the Pacific Ocean // with its beaches and sea life.// The central part of the state //
is a large fertile valley.// The southeast has a hot desert, // and the north and west //
have beautiful mountains and forests. // Southern California // is a large urban area //
populated by millions of people.
 Communicative Stimulus-Respon Task.
Listen to a monologue or conversation and respond to a set of
comprehension questions

Dialogue and Dialogue and

multiple-choice authentic
comprehension questions on details
items
Dialogue and multiple-choice comprehension items
Dialogue and multiple-choice comprehension items
Dialogue and authentic questions on details
Dialogue and authentic questions on details
 Authentic listening tasks

Ideally, listening tests are cognitively demanding,

communicative, authentic, and interaction.

Test as a sample of performance/tasks implies an

equally limited
capacity to mirror all the real-world context of
listening performance
 Authentic Listening Task.
01
03
Interpretive
Note Taking. Editing. Tasks. Retelling.
Paraphrasing
Listening to a The test-taker to a story or Listen to a story
lecturer and listen for conversation. or news event
write down the Discrepancies Potential stimuli and simply retell
important ideas. include: it either orally
02 or written.
song lyrics, 04
poetry, radio,
TV, news
reports, etc
Thankyou
Any Question?