The document discusses essential principles for assessing English as a Foreign Language (EFL) learners, emphasizing the importance of using multiple measures to evaluate competence reliably. It outlines various types of listening performance, challenges in listening, and objectives for effective assessment tasks. Moreover, it identifies different skills involved in listening, from micro to macro skills.

1. EFL Learning

2.  The two interacting concepts;
 Performance
 Observing
 The one important principle for assessing a learner’s competence is to
consider the fallibillity of the results of a single performance.
 The second principle is we must rely as much as possible on observable
performance in our assessments of students.
 Following design :
 Several tests that are combined to form an assessment
 A single test with multiple test tasks to account for learning styles and
performance variables
 In-class and extra-class graded work
 Alternative forms of assessment (e.g., journal, portofolio)
 Multiple measures will always give you a more reliable and valid
assessment than a single measure

3.  Listening is often implied as a component of speaking

4.  Designing appropriate assessment tasks in listening begin with the
specifiation of objectives, or criteria.
* Objectives may be classified in terms of several types of
listening performance
 The 4 stages in processing to flash through you brain:
 Recognize speech sound and hold temporary imprint of them in short-term
memory
 Determine the type of speech event
 Use linguistic decoding skills
 Delete the exact linguistic form in which the message was originally received in
favor of conceptually retaining important or relevant information in long-term
memory
 4 commonly identified types of listening performance
 Intensive
 Responsitive
 Selective
 extensive

5.  Microskills; attending to the smaller bits and chunks of
language
 Macroskills; focusing on the larger elements
 It is provided 17 different objectives to assess in listening
 8 reasons for what makes listening difficult;
 Clustering
 Redudancy
 Reduced forms
 Performance variables
 Colloquial language
 Rate of delivery
 Stress, ryhthm, and intonation
 interaction

6.  Investing Listening
 Recognizing Phonological and Morphological Elements
 Pharaprase recognition
 Reponsive Listening
 Selective Listening
 Listening Cloze
 Information Transfer
 Sentence Repetition
 Extensive Listening
 Dictation
 Communicative Stimulus-Response Tasks
 Authentic Listening Tasks

7.  Source : eflearners.blogspot.com