This document discusses developing and assessing listening skills in a competence-based curriculum. It emphasizes that assessment should have a clear purpose, choose an appropriate method based on the context, and involve a process. Formative and summative assessments can include projects, games, worksheets, and tasks. Listening can be measured by aligning varied tasks to curriculum standards and descriptors, and using suitable assessment tools like observations, portfolios, and rubrics. Examples of listening descriptors in rubrics include recognizing and describing concepts, categories, and responding appropriately to questions.

1. Developing and Assessing
Listening in a Competence
Based Curriculum
H.O.D.
Noura Al-Bedaiwi

2. Assessment
 “The overall purpose of assessment, regardless
of age, is to help teachers make appropriate
instructional decisions about how to best
teach children.” EARLY CHILDHOOD ASSESSMENT FOR
CHILDREN FROM BIRTH TO AGE 8 (Grade 3); Pennsylvania’s
Departments of Education and Public Welfare Harrisburg, PA;
2005.
 Assessment is to measure student’s
development and teachers’ practices using
performance standards outlined in the
curriculum guide.

3. Assessment
Must
have
Purpose
Should
choose
Method
Should be
within
Context
Must
have a
Process

4. Assessment
Should be
Standards-
based
Patents as
partners

5. Formative
Assessment
Projects
Games
Tasks
worksheets
Summative
Assessment
Projects
Tasks
Worksheets
Measuring Listening

6. Assessing Listening Through
Curriculum
Standards
and
Descriptors
Varried Tasks
Suitable
Assessment
Tools
(observation
– portfolio,
rubrics, etc.)

7. Examples of Listening Descriptors to be Used in
Rubrics
 Recognize and use words to describe concepts/ideas.
 Recognize, name, and describe categories.
 Consistently respond appropriately to questions and
directives.
Reference:
Listening and Speaking – First Steps into Literacy;
Manitoba Education, Citizenship and Youth; 2008.