This document discusses testing vocabulary and listening skills in language learners. It provides details on different techniques for testing vocabulary, including synonym-definition items, picture items, sentence items, context items, set items, matching items, completion items, and word formation items. For listening skills, it outlines macro skills like listening for specific information and micro skills like interpretation of intonation patterns. It also discusses types of texts, intended audiences, task setting, sample selection, and item writing for listening tests.

1. Universidad Pedagógica Experimental Libertador
Instituto Pedagógico de Caracas
Departamento de Idiomas
Evaluación de los procesos
Testing Listening & vocabulary
Luis Fontiveros
Angélica Rodríguez
Caracas, 25 de mayo de 2012

2. When we learn a language, there are four skills that we need in order to
complete communication. When we learn our native language, we usually learn
to listen first, then to speak, then to read, and finally to write. These are called
the four "language skills“
Skill # 1: LISTENING
Testing listening:
• Testing listening separately from speaking

3. Specifying what the candidate should be able to do
Macro- Skills:
• Listening for specific information
• Obtaining gist of what is being said
• Following directions
• Following instructions
Micro skills:
• Interpretation of intonation patterns (Recognition of sarcasm, etc)
•Recognition of function of structures (such as interrogative as request, for
example, Could you pass the salt?)

4. Types of text
These might be first specified as monologue, dialogue or multiparticipant; and
further specified: announcement, talk or lecture, instructions, directions, etc.
Addressees
Texts might be intended for general public, students (either specialists or
generalists), young children and so on.

5. Setting the tasks
Selecting samples of speech
• Passages must be chosen with the test specification in mind
• Quality of the recording
• Recordings made specifically for the test.
Writing items
• Note-making
• Items sufficiently far apart
• Key words.
The second point that the speaker makes
“My second point is…”

6. Possible techniques
• Multiple choice: Alternatives must be short and simple.
The following alternatives, which appear in a sample listening test of a well-
known examination , are probably too complex.
When stopped by the police, how is the motorist advised to behave?
A. He should say nothing until he has seen his lawyer.
B. He should give only what additional information the law requires.
C. He should say only what the law requires.
D. He should in no circumstances say anything
• Short answer

7. •Note taking
• Recording or live presentations
 Scoring the listening test.

8. Testing
 A good knowledge of
English vocabulary is
important for anyone who
wants to use the language.
 knowledge of vocabulary is
often tested.
 It is important that the test
maker be aware of what
he/she is doing when
testing vocabulary.

9.  *Speaking vocabulary
 *Listening vocabulary
 *Reading vocabulary
 *Writing vocabulary

10.  A test may test one or all of these types of
vocabulary, but the test maker should be aware of
the differences among these types and which is
being tested.

11.  Synonym- definition  Set items
items
 Matching items
 Picture items
 Completion items
 Sentence items
 Word formation items.
 Context items

12. Synonym- definition items  Picture items
 1) What does “Loathe” mean?  Match the animals below with their
name.
 a) To dislike someone or something.
 b) Profoundly tender, passionate
affection for another person.  _______
 c) The quality or state of being happy.
 d) To regard with wonder, pleasure,
duck
or approval. dog
Cow
Cat
 2) Susan is a very _________ student. She gets Horse
nothing but straight A`s. Pig
 a) Intelligent
b) Thoughtful _______


 c) Preoccupied
 d) Considerate
 _______

13.  Sentence items  Context items
Example 1.
 Would you please _____ the proposal?
 You're blocking the TV.
a. consider b. think c. make d. give
to block the TV = to obscure it from view.
 “In this case, "think" (about) is similar to the
 The astronauts are preparing for correct answer, but it does not fit
grammatically. While a few of these types of
touchdown tomorrow morning. items might be acceptable, too many of them
will put too much emphasis on grammar rather
touchdown= the landing of a spacecraft. than vocabulary.”
 It was not possible for the rescue Example 2. Sometimes vocabulary items test
workers to find the survivors. collocations.
 I _____ my watch to see what time it was.
rescue workers = workers helping people
who suffered an accident. a. looked at b. saw c. watched d. gazed at
 “In this case, what is being tested is the
knowledge of the collocation "look at my
watch." Again, knowing collocations is part of
knowing vocabulary, but the test should not be
dominated by such items.”

14.  Set items  Matching items
 Example 1. Circle the word that  Match the karate techniques with its
description by placing the letter of the
does not fit. definition in the space.
dollar
yen  1. _____ Kick A. Yako zuki
pound  2. _____ Punch B. Geri
money  3. _____ Block C. Zuki
 4. _____ Straight punch D. Barai
 Example 2. Write down the E. Migi
subject that each group of words F. Yoko geri
is related to.
 bedroom
living room
kitchen
dining room

15.  Completion items  Word formation items
 Choose the word or set of words for each Read the text and then type the
blank that best fits the meaning of the correct form of the word in CAPITALS
sentence as a whole. to complete the gaps.

 Biological clocks are of such ____ adaptive
value to living organisms, that we would It is not (1) ______ to make a hobby
expect most organisms to ____ them. pay for itself even if initially you had no
(2) ______ of turning itinto a
 A. clear - avoid business.Depending upon the hobby,
the necessary (3)______ can be
 B. meager - evolve expensive and the idea of (4)______
offering itemsup for sale can at the
 C. significant - eschew very least help pay for thehobby.
 D. obvious - possess
USUAL-INTEND-EQUIP-OCCASION
 E. ambivalent - develop

16.  S. Kathleen Kitao : Doshisha Women's College : Kyoto, Japan
http://www.cis.doshisha.ac.jp/kkitao/library/article/test/vocab.htm
 http://dictionary.reference.com
 Baxter, A. Evaluating your students. Chapter 6,7.
 Harris, M. & McCann, P. Assessment; Chapter 1.
 Hughes Testing for lanuage teachers. Chapter 10,11.