ASSESSING LISTENING

GROUP 4
 MEMBER OF GROUP

• MUHAMMAD RIZKY SOLEHUDIN (20020084069)

• FAYZA NASHRILLAH (20020084070)
• KHANIFA ZIAZDATUL KHOIR (20020084073)
 INTRODUCTION

• Assessment is more authentic and provides more wash-back when skills are
integrated. When you propose to assess someone’s ability in once or a combination
of the four skills, you assess that person’s competence, but you observe the person’s
performance. Sometimes the performance doesn’t indicate true competence, because
any distraction that could be in the classroom, or an emotional distraction. So, one
important principle for assessing a learner’s competence is to consider the fallibility
of the results of a single performance, such as that produced in a test. As a teacher,
the obligation is to triangulate the measurements: Consider at least two or more
performances and/or contexts before drawing a conclusion. The importance of
listening is paramount because as Brown put it, “one’s oral production ability
is only as good as one’s listening comprehension ability.”
 THE PROCESS OF LISTENING

The process of listening may be classified in the following stages:

 Comprehending of surface structure elements such as phonemes, words,
intonation, etc.
 Understanding of pragmatic context: Determine the type of speech event and
the content of the message.
 Determining meaning of auditory input: You use bottom-up and top-down in
order to interpretate the message and assign a literal and intended meaning to
the utterance.
 Developing the essence a global understanding.
From those stages derive the types of listening performance, which are Intensive, Responsive, Selective and
Extensive
1. Intensive: Listening for perception of components. Recognizing phonological and morphological elements.
2. Responsive: Listening to a relatively short stretch of language in order to make an equally short response
(appropriate respond to a question)
3. Selective: Listening to develop a bottom-up. Scanning certain information in order to assign a global
meaning or specific meaning.
4. Extensive: Listening to develop a top-down, global understanding of spoken language. Listening for the
essence, for the main idea and making inferences are part of extensive listening.
 MICRO AND MACROSKILLS OF
LISTENING.

Microskills:
1. Discriminate among the different sounds of English.
2. Retain chunk of language in short-term memory.
3. Recognize English stress patterns (intonation, rhythm)
4. Recognize reduced forms of words.
5. Distinguish word boundaries and core of words, recognizing their significance, etc.
Macroskills:
6. Recognize the communicative functions of utterances.
7. Infer situations, participants and goals using real-world knowledge.
8. Predict, infer, deduce causes and effects, detect relations, new given information from different events
and situations, etc.
 LISTENING TAXONOMY: LIST OF WHAT
MAKES LISTENING DIFFICULT.

1. Clustering: Attending to appropriate chunks of language, phrases, clauses.

2. Redundancy: Recognizing the kinds of repetitions.
3. Reduced forms: Understanding the reduced forms.
4. Performance variables: Being able to eliminate false starts, pauses and corrections in natural
speech.
5. Colloquial language: Comprehending idioms, slangs, reduced forms.
6. Rate of delivery: Maintain the speed of delivery, processing automatically as the speaker
continues.
7. Stress, rhythm and intonation: Correctly understanding of elements from spoken language.
8. Interaction: Managing the interactive flow of language from listening to speaking to listening,
etc.
 DESIGNING ASSESSMENT TASKS

• Intensive Listening: Recognizing phonological and morphological elements Paraphrase

recognition.
•Responsive Listening: question-and-answer format. Response to a question.
• Selective Listening: Learner must discern some specific information. Listening cloze tasks deals
with that student have to listen to a story, a monologue or a conversation and simultaneously
read written text in which selected words have been deleted. Information transferring to a
visual representation. Sentence repetition in which you can evaluate the intonation.
• Extensive Listening: Dictation. Communicative Stimulus-Response task (multiple choice
comprehension items), authentic listening tasks.
 SUMMARY

• The assessment of listening or speaking, reading and writing of a student involves the assessment of their
competence, but what we observe is the performance. Performance is not always a true indication of a
person’s competence, and observing listening and reading can be as Brown would say, seeing the wind
blowing. The importance of listening is paramount because as Brown put it, “one’s oral production ability is
only as good as one’s listening comprehension ability.” Brown goes on to discuss the stages of listening
which we can then derive the types of listening, which are Intensive, Responsive, Selective and Extensive.
Richard synthesizes the stages and types of listening into 17 different micro and macro-skills which provide
objectives for test makers to assess listening. With objective in hand test makers can now begin the work of
designing assessment tasks for the different types of listening. Phonological and morphological elements of
language are a typical form of intensive listening, followed by paraphrasing recognition which both deals
with the micro-skill objectives. To assess the responsive listening a question-and-answer format provides the
interactivity required. The third type of listening performance is selective listening which can be assessed
through a listening cloze task or an information transfer task. The forth type of listening performance,
extensive listening which the division between selective and extensive tasks are less clear as we move along
the micro macro continuum can be assess through dictations, communicative stimulus-response tasks and
authentic listening tasks.
THANK YOU 