The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
This Powerpoint Presentation was created for a course titled "Practicum in Reading Instruction and Assessment" a required course for the M.Ed. in Reading Education at the University of Georgia.
In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
This Powerpoint Presentation was created for a course titled "Practicum in Reading Instruction and Assessment" a required course for the M.Ed. in Reading Education at the University of Georgia.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
Here you can find a comparison between approaches with mentioning the strengths and weaknesses of each one. Also, the PPT is provided with examples of tests involved in each approach.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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unwillingness to rectify this violation through action requires accountability.
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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1. ASSESSING LISTENING
PRESENTED BY:
ISNA RAKHMAWATI
MAXIMUS LEONARDUS NEMO
GRADUATE PROGRAM IN ELT
STATE UNIVERSITY OF MALANG
2. DEFINITION
• THE NATURE OF LISTENING ( FANG: 2008) MEANS THAT THE LEARNER SHOULD BE ENCOURAGED
TO CONCENTRATE ON AN ACTIVE PROCESS OF LISTENING FOR MEANINGS, USING NOT ONLY THE
LINGUISTICS CUES, BUT HIS NON LINGUISTIC KNOWLEDGE AS WELL.
• IN THE MODERN VIEW OF LISTENING, O’MALLEY AND CHAMOT (1989) DEFINES THAT LISTENING
COMPREHENSION IS ACTUAL AND COUSCIOUS PROCESS IN WHICH THE LISTENER CONSTRUCTS
MEANING BY USING CUES FROM CONTEXTUAL INFORMATION AND EXISTING KNOWLEDGE
WHILE RELYING UPON MULTIPLE STRATEGIC RESOURCES TO FULFILL THE TASK REQUIREMENT.
5. THE IMPORTANCE OF LISTENING
(1) often implied as a component of speaking,
(2) input in the successful of language acquisition,
(3) applicable in many fields: workplace, education, home-context.
Assessment of listening must be made because we neither observe the
actual act of listening nor the product
6. LISTENING
• Listening is receptive skills
• The importance of listening: (1) often implied as a
component of speaking, (2) input in the successful of
language acquisition, (3) applicable in many fields:
workplace, education, home-context.
• Assessment of listening must be made because we neither
observe the actual act of listening nor the product
7. WHAT MAKES LISTENING IS SO DIFFICULT?
• Clustering:
• Redundancy
• Reduced forms
• Performance variables
• Colloquial language
• Rate of delivery
• Stress, rhythm, and intonation
• Interaction
8. BASIC TYPES OF LISTENING
• Heaton (1988) argued that developing listening skills can be done
through testing listening comprehension test.
• He, therefore, listed the two categories of auditory test:
1) Test of phoneme discrimination and of sensitivity to stress and
intonation
2) Test of listening comprehension
• Brown (2004) stated that effective test or appropriate assessment
designing must begun with the specification of objectives or criteria
which can be classified on several types of listening performance.
9. comprehending language
structure elements
understanding pragmatic
context
determining meaning of
auditory input
developing the gist, a
global/comprehensive
understanding
Intensive
Extensive
Selective
Responsive
M A C R O
THE PERFORMANCE OF LISTENING
M I C R O
10. DESIGNING ASSESSMENT TASKS: INTENSIVE LISTENING
• Phonological and morphological elements recognition
• Paraphrase recognition
12. Phonemic pair, consonant
Test-takers hear: He’s from California.
Test-takers read: (a) He’s from California.
(b) She’s from California.
Phonemic pair, vowels
Test-takers hear: Is he living?
Test-takers read: (a) Is he leaving?
(b) Is he living?
13. Phoneme discrimination, pictures
Test-takers see the pictures
Test-takers hear:
(a) pin (b) pen (c) pair (d) pain
(a) shark (b) shock (c) sack (d) shock
(a) thin (b) tin (c) fin (d) din
14. Test-takers see the pictures
Test-takers hear:
1. Pain – pain
2. Sock – sock
15. Morphological pair, -ed ending
Test-takers hear: I missed you very much.
Test-takers read: (a) I missed you very much.
(b) I miss you very much.
16. Stress pattern in can’t
Test-takers hear: My girlfriend can’t go to the party.
Test-takers read: (a) My girlfriend can’t go to the party.
(b) My girlfriend can go to the party.
One-word stimulus
Test-takers hear: vine
Test-takers read: (a) vine
(b) wine
18. Sentence paraphrase
Test-takers hear: Hello, my name’s Keiko. I come from Japan.
Test-takers read: (a) Keiko is comfortable in Japan.
(b) Keiko wants to come to Japan.
(c) Keiko is Japanese.
(d) Keiko likes Japan.
Dialogue paraphrase
Test-takers hear:
Man : Hi, Maria, my name’s George.
Women: Nice to meet you, George. Are you American?
Man : No, I’m Candian.
Test-takers read: (a) George lives in the United States.
(b) George is American.
(c) George comes from Canada.
(d) Maria is Canadian.
19. DESIGNING ASSESSMENT TASKS: RESPONSIVE LISTENING
• Appropriate response to question
• Open-ended response to a question
21. 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.
Test-takers hear: Does Allison mind you playing the piano?
Test-takers read: (a) yes, she’s always thinking about it.
(b) no, she rather likes it.
(c) no, she doesn’t play the piano.
(d) yes, she must be careful.
26. Test-takers hear:
Ladies and gentlemen, I now have some connecting gate information for those of you making
connections to other flights out of San Francisco.
Flight seven-oh-six to Portland 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-forty to Monterey will depart at nine-thirty-five P.M. from gate sixty.
And flight sixteen-oh-three to Sacramento will depart from gate nineteen at ten-fifteen .
Test-takers write the missing words or phrases in the blanks.
29. Based on the picture below, the test takers have to pick out the true spoken statement and write
T at the side of the appropriate numbers. Then, write F at the side of the numbers of the false
statements.
Test takers hear:
1. The lorry’s on the left of the motorcyclist. ( )
2. The car’s travelling in the same direction. ( )
3. A dog’s running in front of the car. ( )
30. In the following listening tests students the test takers have five pictures in front of them. They
listen to four sentences, at the end of which they are required to select the appropriate picture
being described.
The test takers hear:
Both car doors are open.
It’s daylight but both headlamps are on.
The man who’s repairing the car is lying underneath it.
Although the girl sees the man working hard, she doesn’t help him.
31. Thus the test takers are able to narrow down the choice available to them as follows:
1. B C D E (only A shows one door open)
2. B D E (only C shows the headlamps off)
3. B D ( only E shows the man standing up)
4. D ( only B shows the girl helping the man)
Single-picture-cued verbal multiple-choice
Test-takers 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-takers here: (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.
32. Chart-filling
Test-takers 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 sentence.
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 listen to the information about Lucy’s schedule. Remember, you will first hear all the
sentences; then you will hear each sentence separately with time to fill in your chart.
Lucy gets up at eight o’clock every morning except on weekends. She has English on Monday,
Wednesday and Friday at ten o’clock. She has History on Tuesdays and Thursdays 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 every day 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.
38. The test takers read:
1. What is Lynn’s problem?
(a) She feels horrible.
(b) She ran too fast at the lake.
(c) She’s been drinking too many hot beverages.
2. When did Lynn’s problem start?
(a) When she saw her doctor.
(b) Before she went to the lake.
(c) After she came home from the lake.
40. a,. Note-taking
This is usually done by the students of non-native English users while listening to the classroom
lecturers by professors. Their notes will be evaluated in such a way so that it lacks some
reliability.
b. Editing
41. d. Interpretive tasks
The tasks extend the stimulus material to a longer stretch of discourse and forces the test-takers
to infer a response by answering a few questions in the open-ended form. The potential
stimuli can be used are song lyrics, poetry (recite), radio/ tv news reports and oral account of
experience.
e. Retelling
The test takers listen to a story or news event and simply retell it or summarize orally or written.
In order to show a full comprehension, the test takers require to identify the main idea, purpose
and supporting details.
42. REFERENCES
• Brown, H.D. 2004. Language Assessment: Principles and Classroom
Practices. White Plains, NY: Pearson Education.
• Fang, x. 2008. Listening Comprehension in EFL Teaching. Us-china foreign
language. 6 (52): 21-31.
• Heaton, J.B. 1988. Writing English Language Tests (new edition). London:
Longman.
• O’malley, J.M. & Chamot, A.U. 1989. Listening Comprehension Strategies
in Second Language Acquisition. Applied linguistics. 10 (4): 418-437.