ASSESSING LISTENING

Written to submit an assignment of Language Assessment

and Test Development (LATD) course

Lectured by: Ima Fitriyah, M.Pd

Arranged by:
Li’izza Diana Manzil (932220419)
Najwa Kamiliya(932220519)
The Importance of Listening Skill
Listening has often played second fiddile to its counterpart, spealing. In the
standardized testing industry, a number of separate oral production tests are
available, but it is rare to find just a listening test

The first skill that learners should acquire is listening because it is determined to be
the most basic of the four major skills of language development. Listening is
considered as the most basic skill because it is firstly used by learners when they
begin to learn a language, especially spoken language.

Every teacher of language knows that one's oral production ability-other than
monologues, speeches, reading aloud, and the likeis only as good as one's listening
comprehension ability. But of even further impact is the likelihood that input in the
aural-oral mode accounts for a large proportion of successful language acquisition.
Basic Types of Listening Skill
Types Of Listening
According to Brown some types of listening as follow:

1) Intensive
2) Responsive
3) Selective
4) Extensive
Micro and Macro Skill of Listening
Microskills:
1) Retain chunk of language of different lengths in short –term memory
2) Discriminate among the distinctive sound of English
3) Recognize English stress patterns, word in stressed and unstressed positions,
rhythmic structure, intonation contours, and their role in signaling information
4) Recognize reduced form of words.
5) Distinguish word boundaries, recognize a core of words, and interpret word order
patterns and their significance (use an adequate number of lexical units (words) in
order to accomplish pragmatic purposes.
6) Process speech at different rates of delivery.
7) Process speech containing pauses, errors, corrections, and other performance
variables.
8) Recognize grammatical word classes (nouns, verb, etc.), system (e.g. tense,
agreement, pluralization, etc.), patterns, rules, and elliptical forms.
9) Detect sentence constituents and distinguish between major and minor constituent.
10) Recognize that a particular meaning may be expressed in different grammatical
forms.
11) Recognize cohesive devices in spoken discourse.
Macroskills :
1. Recognize the communicative functions of utterance, according
to situational participant, goals.
2. Infer situations, participants, goals using real word knowledge.
3. From events, ideas, and so on, described, predict outcomes,
infer links and connections between events, deduce causes
and effects, and detect such relation as main idea, supporting
idea, new information, generalization and exemplification.
4. Distinguish between literal and implied meanings
5. Use facial, features, kinesics, body language, and other non
verbal clues to decipher meanings.
6. Develop and use a battery of listening strategies, such as
detecting key word, guessing the meaning of word from
context, appealing for help, and signaling comprehensions or
lack thereof.
Designing assessment task: Intensive listening

Listening for perception of the component of a larger strecth of language.

Recognizing Phonological and Morphological Elements :

Phonemic pair, consonants:

The student hear : “He’s from California”
The students read : “He’s from California”
“She’s from California”
Phonemic pair, vowels.

Test-takers hear: Is he living?

Test-takers read: (a) Is he leaving?

(b) Is he living?

Morphological pair, -ed ending

Test-takers hear: I missed you very much

Test-takers read: (a) I missed you very much

(b) I miss you very much.
Stress pattern in Can’t

Test-takers hear: My girlfriend can’t go to the party

Test-takers read: (a) My girlfriend can’t go to the party

(b) My girlfriend can go to the party

One-word stimlus

Test-takers hear: Vine /vaIn/

Test-takers read: (a) Vine /vaIn/

(b) Wine /waIn/
Paraphrase Recognition
1. Sentence paraphrase
The students hear : “Hello, My name is Keiko. I come from Japan”
The students read : a. Keiko is comfortable in Japan
b. Keiko wants to come to Japan
c. Keiko is Japanese
d. Keiko likes Japan

2. Dialogue paraphrase
The students hear Man : “Hi, Maria. My name’s George”
Woman : “Nice to meet you, George. Are you American?”

The students read : a. George lives in the United States.

b. George is American
c. George comes from Canada
d. Maria is Canadian
Designing Assessment :Responsive Listening

1. Appropriate response to a question

The students hear : “How much time did you take to do your homework?”
The students read : a. In about an hour
b. About an hour
c. About $10.
d. Yes, I did

2. Open ended response to a question

The students hear : “How much time did you take to do your homework?”
The students write or speak: ______________________________
 Designing assessment task: Selective Listening
1. Listening Cloze
The students should listen to a story/monolog/conversation while reading the written
text in which selected words or phrases have been deleted.
Example:
Students hear: “Good morning, ladies and gentlemen. I regret to inform you
that flight nine twenty eight to Baltimore, Maryland has been delayed for fifty
four minutes. The new departure time is ten seventeen a. m. Please remain close
to gate thirty nine in case of further changes.”

The student write the missing words or phrase in the blanks.

1. Information transfer
This task encourages the
students to transfer the information
from the audio to a visual
representation such as labeling a
diagram, identifying an element in a
picture, etc.

Here is the example

of multiple-picture-cued selection
Designing assessment task: Extensive
Listening
Dictation

In a traditional dictation, the first

reading is done at normal speed
and students listen for the gist (the
main ideas). The second reading is
at a slowed pace with pauses
between phrases and students
write. The third reading is again at
normal speed and students check
their answers.
 Communicative Stimulus-Response Task

In this task, the student is presented with the long monolog or conversation then is asked to
respond to a set of comprehension questions.
Authentic Listening Task
Authentic listening tasks provide real-world context of listening performance. In
this task, there are some possible activities can be done for the students, such as note taking,
editing, or retelling the recording that the students hear.
 Thank You
Do you have any questions?

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