Assessing Listening

Observing the Performance of the Four Skills ,[object Object]

The Importance of Listening ,[object Object]

Types of Listening ,[object Object],[object Object],[object Object],[object Object]

Micro and Macro Skills of Listening ,[object Object],[object Object],[object Object],[object Object]

What Makes Listening Difficult ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object]

Designing Assessment Tasks : Intensive Listening ,[object Object],[object Object],Test-takers read : a. He’s from California b. She’s from California

[object Object],[object Object],Test-takers read : a. Is he leaving ? b. Is he living? Test-takers read : a. I missed you very much b. I miss you very much

[object Object],[object Object],Test-takers read : a. My girlfriend can’t go to the party b. My girlfriend can go to the party Test-takers read : a. vine b. wine

[object Object],[object Object],Test-takers read : a. Keiko is comfortable in Japan b. Keiko wants to come to Japan c. Keiko is Japanese d. Keiko likes Japan

[object Object],Test-takers read : a. Tracy lives in the United States b. Tracy is American c. Tracy comes from Canada d. Maria is Canadian

Designing Assessment Tasks : Responsive Listening ,[object Object],Test-takers read : a. In about an hour. b. About an hour c. About $10 d. Yes, I did

[object Object],Test-takers read write or speak :_______________

Designing Assessment Tasks: Selective Listening ,[object Object]

A number of techniques have been used that require selective listening. ,[object Object],[object Object],[object Object]

Listening Cloze (cloze dictations or partial dictations) ,[object Object],[object Object]

Information Transfer ,[object Object],[object Object],[object Object]

Information transfer: multiple-picture-cued-selection

Information transfer: single-picture-cued-verbal-multiple-choice

Information transfer: chart-filling 6:00 4:00 2:00 12:00 10:00 get up get up get up get up get up 8:00 Weekends Friday Thursday Wednesday Tuesday Monday

Sentence Repetition ,[object Object]

Designing assessment Test: Extensive Listening ,[object Object]

Some extensive / quasi-extensive listening comprehension tasks ,[object Object],[object Object],[object Object]

Difficulty can be manipulated by: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

2. Communicative stimulus-response tasks ,[object Object],[object Object],[object Object]

3. Authentic listening tasks ,[object Object],[object Object]

Buck (2001: p. 92)  p.136 ,[object Object]

Alternatives to assess comprehension in a truly communicative context ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],Test-takers read : the written stimulus material Test-takers hear: a spoken version of the stimulus Test-takers mark: the written stimulus by circling any words

[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object]

Assessing Listening

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Assessing Listening