Testing listening (1)
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This document outlines steps for developing a listening test, including: 1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions. 2. Setting criterial levels of performance and appropriate response types. 3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages. 4. Having test items and recordings reviewed by colleagues before administration.
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Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
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This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
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Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
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This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing sufficient time, avoiding reminders it is a test, and ensuring scorers are well-trained to reliably score responses. The goal is for oral tests to accurately measure a candidate's true oral communication abilities.
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This document discusses and compares two approaches to assessing speaking ability: the Cambridge CCSE Test of Oral Interaction and Bygate's categorization of speaking operations. The Cambridge approach specifies content like operations, text types, topics, and addresses. Bygate categorizes operations into informational, interactional, and skills in managing interactions. Both approaches are then compared, with the Cambridge approach being more specific in outlining the test design and implementation. Factors like test length, number of attempts, environment, and scorer training are discussed to ensure a valid and reliable speaking assessment.
Test techniques and testing overall ability
1) The document discusses various test techniques for measuring language abilities, including multiple choice, cloze, C-test, and dictation.
2) Multiple choice tests recognition knowledge but has reliable scoring while cloze and C-tests measure reading ability but are more difficult to score.
3) No single technique is sufficient and combining scores from different techniques that measure separate abilities can provide a more overall assessment of language proficiency.
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This document discusses oral ability testing for language proficiency. It outlines various considerations for setting tasks, sample criteria, test formats, elicitation techniques, scoring procedures, and training for test administrators. The key points covered are setting clear objectives for testing comprehension and production, selecting appropriate content and text types for tasks, using multiple formats and testers to obtain a representative sample, carefully planning interviews and ensuring candidate comfort, and training scorers to reliably evaluate performance based on specified criteria.
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Teachers have several options for testing students' vocabulary knowledge. Recognition items like multiple choice questions allow students to select the correct meaning of a word from options. Production items require students to produce the word, definition, or synonym. Teachers should consider using pictures, definitions, gap filling, and oral tests. Well-designed vocabulary tests use context, include enough items to be reliable, and avoid issues like guessing. Teachers have resources available to help design valid and informative vocabulary assessments.
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Testing listening (1)
- 1. TESTING LISTENING Mauricio Arroba April 7th, 2014.
- 2. INTRODUCTION This chapter is divided into three main aspects: A) Specifying what candidates should be able to - Content • Operational • Informational • Interactional • Texts B) Setting criterial levels of performance
- 3. C) Setting the tasks - Selecting samples of speech (texts) - Writing items - Possible techniques: 1) Multiple choice 2) Short answers 3) Gap filling 4) Information transfer 5) Note taking 6) Partial dictation 7) Transcription 8) Moderating the items 9) Presenting the texts (live or recorder) D) Scoring the listening tests
- 4. A) SPECIFYING WHAT CANDIDATES SHOULD BE ABLE TO DO Operations a. Obtain the gist b. Follow an argument c. Recognize the attitude of the speaker Listening specifications should be clear and we should realize whether they are stated or implied.
- 5. Informational Obtain factual information Follow: a.Instruction b.Sequence of events (narrations) c.Justifications of opinions Understand a.Requests for information b.Expressions of need c.Request for help d.Request for permission e.Apologies f. Comparisons Recognize: a.Suggestions b.Comments c.Excuses d.Expressions of preferences e.Complaints
- 6. Interactional Understand: a.Greetings and introduction b.Expressions of agreement c.Expressions of disagreement d.Requests of clarification Recognize: a. Speaker´s purpose b. Indications of uncertainty c. Requests for clarification d. Requests for opinion e. Indications of understanding f. Indications of failure of understanding g. Corrections by speakers h. Modification of statements i. Speaker´s desire that listeners indicate understanding j. Speakers justifies or supports statements k. Attempts to persuade others In a diagnostic tests: - Discriminate between vowel phonemes - Between consonant phonemes - Interpret intonation patterns (sarcasm, questio n, etc.)
- 7. Texts Text types Text forms Length Speed of speech DialectAccentsAuthenticity
- 8. B) CRITERIAL LEVELS OF PERFORMANCE Set appropriate level of text Appropriate set of responses
- 9. C) SETTING THE TASKS Selecting a sample of the speechTest specification in mind Authentic speech Find passages in the internet which fit into spefications Non- native speech Make those passages ourselves Take care of quality of recording Feel free to modify them Avoid writing items after listening Recording must be according to the level Provide listener with scripts If passages are alter or created – native speaker 20 sec – follow direction 10 min academic lectures
- 10. Writing items Long passage Items noticeable to test takers Items not to close to each other Ls warned about key words Wording should not be exact Academic speeches L1 is acceptable
- 11. POSSIBLE TECHNIQUES Multiple choice Difficult: keep alternative s in mind Alternative s must be short and simple Low level: phoneme discriminat ion Short answers Straight forward answer A short unique answer Gap filling Short question A short unique answer
- 12. Informati on transfer Little demand of writing Labeling diagram, routes Completing a map Test taker listens and write down street names Note taking Realistic Whole lecture and later questions Clear structure of lecture so it is easy to follow Items such as multiple choice Avoid evaluation of notes Trial activity so Ss get used to lectures
- 13. Partial dictatio n Not authentic Unfamiliar expression s Written part to help out Ls Spelling problems
- 14. Text and items should be presented to colleagues for moderation
- 16. ACTION 1. Let´s complete the listening exercises proposed by Mauricio.