Anita Seres HVSWHN

Listening comprehension test B2

Tapes are Telc exam intermediate listening parts

Task I.: Listen to the tape! ! You are going to hear it only once. (Track 28)
 Exercise 1: Determine the accuracy of the following statements by
circling T (True) or F (False).

Mr. Philips thinks that we live longer. T F

Sleeping is important for the body to recover. T F
Emotional support is not so important for children. T F
Most successful age to give up smoking: above 40. T F

(4pts)
Exercise 2.: Provide concise answers (maximum 3 sentences) to the following
questions based on Mr. Philips' responses:

How long can we expect to live these days?

Why does he think that we are living longer?

What are the main things people worry about as they get older?
How do you calculate the biological age of a person?
(4pts)
Exercise 3.: Express your opinions (maximum 3 sentences) in response to the
following questions:
What is aging?

What do you do to stay young and healthy?

Do you think health prevention is important?

What does the expert say about children’s health?

(4pts)
Exercise 4.: Complete the sentences based on the tape you heard. (No

word limit.)

Mr. Philips is …

He think about aging that…

The name of the interviewer is …

The interview is mostly about …

(4pts)
Exercise 5.: Summarize the tape's content in your own words within 5-10
sentences.

(5pts)
Exercise 6.: Reflect on the tape from your perspective in 5-12 sentences.

(5pts)
Task II.: Listen to the tape! You are going to hear it only once. (Track 39)
Exercise 1.: Evaluate the accuracy of the following statements by circling T
(True) or F (False):

The story only mentions rafting in the USA. T F

Mickey and Jane are friends. T F
The story does not mention any other water sports T F
The text is about a group of friends rafting. T F
(4pts)
Exercise 2.: Share your opinions (maximum 3 sentences) in response to the
following:

 Is rafting an exciting and fun sport?

 Would you do this sport?

Have you ever tried an extreme sport?

 Did you like this story? Why or why not?

(4pts)
 Exercise 3.: Respond to the questions (maximum 3 sentences.)

regarding the text:

Who is Mickey?

What do we know about Bob Jordan?

What is that Brown calls ,,last minute market” ?

What are people looking for in a good whitewater rafting?

(4pts)
Exercise 4.: Complete the sentences based on the tape (maximum 7
words):

Rafting is a sport that …

The weather affect the rafting tours because …

There are rafting deaths …

America outdoors is …

(4pts)
Exercise 5.: Summarize the content of the tape in 5-10 sentences.

(5pts)
Exercise 6.: Reflect on the tape based on your opinions in 5-12 sentences.
 (5pts)

Total: / 52 points.

Result: %

Description

Validity Reliability Authenticity Probability

Listening test 4 3 4 4

The designed listening comprehension test B2 consists of two tasks, each featuring a tape
with corresponding questions.
Validity: The test appears to measure listening comprehension skills effectively by presenting
authentic dialogues and stories. The questions are designed to assess understanding, inference,
and personal opinion based on the content of the tapes. Overall, the test seems valid for its
intended purpose of assessing listening comprehension at the B2 level.
Reliability: The test's reliability could be enhanced by ensuring consistency in scoring among
different examiners and standardizing the administration process. However, the use of clear,
objective questions and simple scoring help mitigate potential variations in scores.
Authenticity: The tapes seem authentic, reflecting real-life conversations and scenarios that
B2-level learners might encounter. The questions require students to interpret and respond to
the content in a manner akin to real-world listening tasks. However, some elements may
slightly reduce authenticity.

Practicality: The test is practical in its design, with clear instructions and a variety of
question types to engage different aspects of listening comprehension. However, the length of
the test and the number of questions may require careful time management during
administration.
The test aims to provide a comprehensive assessment of listening comprehension skills at the
B2 level, incorporating a range of question types to evaluate understanding, inference, and
personal response. While efforts have been made to ensure validity and authenticity,
improvements in reliability could be achieved through further standardization of scoring
procedures. Overall, the test offers a practical and effective means of assessing listening skills
in a classroom or examination setting.
Administration of the test

The test should be administered in a controlled testing environment that is facilitating

concentration and focus. This means that the environment should be quiet and free from
distractions. The test should also be administered at a time when students are not likely to be
overly tired, hungry or bothered by any other distractions such as a loud music lesson in the
other classroom for example. Prior to the test, it is essential to ensure that all necessary
materials are available, the tape can be played, there is no echo, and everyone can hear it. It is
also important to communicate with students in advance about the test format, expectations,
and evaluation. For SEN students special conditions should be set according to their needs.
This will help to ensure that students are mostly likely and ideally prepared and understand
what is required of them.

For students with disabilities, some necessary changes should be provided as needed to ensure
equal access to the test. This may include letting students to listen to the tape several times, or
listen to it in slower version, providing students with extra time, scribes, or other assistive
technology. It is important to note that these are just a few examples of additional changes
that may be helpful for students with disabilities. The specific accommodations that are
needed will vary depending on the individual student's needs:

Dyslexia: tapes can be listened to more times , enlarged font size, extra time, and assistive
technology such as text-to-speech software or a reading tutor can help students with dyslexia
read and comprehend test material. Also, the teacher can read the test for them, so they can
listen to it, instead of reading.

Dysgraphia: tapes can be listened to more times , a scribe or speech-to-text software can help
students with dysgraphia write their responses to test questions. Extended time is also helpful,
as students with dysgraphia may need more time to write their answers.

ADHD: tapes can be listened to more times , frequent breaks, preferential seating, and fidget
tools can help students with ADHD focus on the test. Simplified instructions and chunking
information can also be helpful, as students with ADHD may have difficulty processing
information in large chunks.

Processing disorders: tapes can be listened to more times , simplified instructions, chunking
information, and visual aids can help students with processing disorders understand test
material.

The following are specific recommendations for administering a test:

1. Creating a quiet and distraction-free environment: the testing environment should be

free from noise, interruptions, and other distractions. Students should be seated at
individual desks or tables if possible, and they should be provided with enough space
to work comfortably.

2. Providing clear and concise instructions: the instructions for the test should be written
in a clear and concise manner. They should be provided in writing, and also ideally
orally if possible. Students should be given enough time to read and understand the
instructions.

3. Monitoring the testing process: teacher should be present to monitor the testing
process and to ensure that students are following the rules. Also to make sure the tape
sounds well, there is no echo, everyone is able to hear it. Teacher should also be
available to answer any questions or concerns that students may have.

4. Collecting papers securely: papers should be collected after the test is completed. They
should be stored in a secure location until they are scored.

5. Scoring the tests consistently and impartially: the tests should be scored according to
predetermined criteria. The scoring process should be fair and impartial.

6. Providing feedback to students: students should be provided with feedback on their

test performance if there is enough time for it. The results should be on the test papers
they will receive, so they can check their results, and the final percentage they
reached. It there is time for detailed feedback it should be constructive and should
highlight areas of strength and areas for improvement.