Dr. AMI RATHOD Assistant Professor, Lokmanya Tialk Teachers Training College (CTE),Dabok Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University UDAIPUR (RAJ.) 313022 Mob-9829302820

1. TESTS TO EVALUATE LISTENING SKILLS
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Language is basically a skill; it involves four skills listening, speaking
reading and writing. English language has been taught as a second language
in India. Unfortunately, in Indian classrooms it is not taught as a skill based
subject; it is taught as content based subject like science and humanities. The
teachers emphasize facts, idea and information more than the development
of skills. This leads to colossal national loss as most of the students,
especially from rural areas and government schools are not able to listen and
speak second language properly after studying it for years together.
Responsible causes may be listed out but I want to emphasize only one,
which is evaluation system which is limited to “achievement” with respect
to particular syllabi. The students use to memorize the answers given in the
textual exercises and rules of grammar which help them to pass the exam.
Language proficiency is totally neglected, thus, teachers as well as students
never bother about the development of proficiency in listening, speaking,
reading and writing. The national curriculum Frame work 2005 asserts “The
goals for a second language curriculum are two fold: attainment of a basic
proficiency, such as is acquired in natural language learning, and the
development of the language into an instrument for abstract thought and
knowledge acquisition through literacy”.

2. To develop this basic proficiency the learner must be allowed to listen
second language daily through different mediums eg. tape, T.V. radio,
telephonic conversations etc. through which he will develop auditory images
of phonemic components such as the use of vowel and consonant sounds,
stress, accent, pitch, pause, juncture, intonation and the rhythm of language
in isolation and in combination and also the perceptions, identification and
their discrimination from the mother tongue equivalents and acquisitions or
development of communicative competence at the receptive level and which
gradually lead to productive level that is speaking and writing. Tests should
be used to ascertain whether or not the student has attained specific
proficiency. According to Adrian Doff “They (tests) tell the teacher what the
students can and can not do, and therefore how successful the teaching has
been; and they show what areas need to be taught in the future. They tell the
students how well they are progressing, and where they need to focus their
attention as learners. Regular tests also encourage students to take their
learning seriously, and give them a series of definite goals to aim towards”.
In the words of Robert Lado, “Language is built of sounds, intonation,
stress, morphemes, and words having meanings that are linguistic and
cultural. The degree of mastery of these elements does not advance evenly
but goes faster in some and slower in others. Each of these elements of
language constitutes a variable that will want to test. They are
pronunciations, grammatical structure, the lexicon and cultural meanings”.
Thus, testing is a significant aspect of any teaching programme; in language
testing, it is the language that must be tested. Testing of second language is
different from that of other subjects so, listening, speaking, reading and
writing skills should be tested in it.

3. It would be very exhaustive to discuss all types of tests therefore here;
I am going to discuss the sample types of listening only, tests for to
understand Vocabulary and Structures. Though these may or may not be
new for you all but such types of tests are not in use in Indian class rooms.
Thus, to recall, rethink and reorganize these types of tests in second
language classes I am presenting the same here.
Understanding Vocabulary
Vocabulary Discrimination test
Sample type 1 KEY WORD PLUS PICTURE
You will hear two (or three) words. On your answer sheet indicate which
word corresponds to the picture
A Lion
B fish
C elephant
To place the word being tested in a more natural context, such utterances
may be used as:
A Here is a Lion
B Here is a fish
C Here is a elephant
Correct response: B

4. Sample type 2 KEY WORD PLUS PICTURES
You will here a word or sentence. Look at the pictures on the board and
select the one corresponding to the utterance you have just heard.
A I see the cherry
B That is the Cherry.
Correct response: B
Completion tests
Sample type 3 COMPLETION ITEMS: EXPLICIT
DISCRIMINATION
You will hear a single sentence, followed by sentences A and B (and C).
Choose the sentence that best completes the idea expressed in the initial
sentence.
He should always tell the truth.
A I don’t want him to go upstairs.
B I don’t want him to lie.
Correct response: B
Sample type 4 COMPLETION ITEMS: INPLICIT
DISCRIMINATION
You will hear a single sentence, followed by sentence A and B. Choose the
sentence that best completes the idea expressed in the initial sentence.
We live on the “third” floor and the Sharma’s live above us.

5. A So, the Sharma’s apartment is on the “Second” floor.
B So, the Sharma’s apartment is on the “fourth” floor.
Correct response: B
Body-movement tests
Sample type 5 CARRY OUT INSTRUCTION
Listening comprehension may be assessed by asking the students to carry
out specific instructions, such as raising their left hands or opening their
books. Body-movement tests are more practical in the freer, more mobile
atmosphere of the elementary School. It may be used as games or as
informal tests.
Sample type 6 SIMPLE COMMANDS:
Each student is told to perform an action for example, the teacher might
suggest:
Sanjay, raise your right hand.
Rupa, go to the blackboard.
Sample type 7 DISCRIMINATION OF COMMANDS
The student individually or in groups is told to perform an action.
When the teacher fails to use a command forms, the students are not
to respond. Those who react inappropriately to a sentence are sent to
the back of the group. They continue playing and benefit from
observing the students in front of them. The winner is the student
standing at the front of the group at the end of the test.

6. Stand up.
Sit down.
Open your books.
I have a pencil.
Sample type 8 COMMNADS WITH VISUALS
The range of vocabulary and grammar tested in body-movement tests can be
increased through the use of pictures or poster cards. For instance, if the
students have been learning the names of buildings, and if pictures of these
vocabulary items have been mounted on cardboard, a listening quiz could be
set up as follows. Place all the cards on the tray. Then tell each student how
to manipulate one or more cards.
Rani, give the temple and the hotel to Suresh.
Sanjay, take the school and place it between the hospital and the post office.
To encourage careful listening, the teacher should give the commands at
normal to fast conversational speed.
Body-movement tests may be scored on a three point scale:
2 points= The student carried out the command correctly after hearing it
only once.
1 point= The student carried out the wrong command, but was able to
correct himself/herself without hearing it repeated again.
0 point= The student carried out the wrong command on the second try.

7. Drawing tests
Elementary school students enjoy drawing tests. Students may use pencils or
crayons if color is used in the instructions. A short quiz might be composed
of four or five pictures.
Sample type 9 DRAWING SIMPLE VERSION
Draw a flower= pink
Draw a circle = blue.
Sample type 10 DRAWING COMPLEX VERSION
Draw a pink flower if you are a girl, a purple flower if you are a boy.
Draw a blue circle if your name begins with a vowel, a yellow circle if your
name begins with a consonant.
Draw a green star if you are wearing white socks, an orange star if your
socks are not white.
Picture test
The potential of picture tests In language classes has not been exploited in
Indian classes the possibilities are many, even for the teacher who does not
feel artistically gifted. Magazine picture, cut out and mounted on cardboard,
can be shown to the class while the items are being read. Overhead
transparencies are also easy to prepare.
Sample type 11 SINGLE ITEM PICTURES: TRUE-FALSE
FORMAT
Look at the pictures in that I hold up. For each picture, indicate whether the
statement you hear is true or false.
This is a tree.
Correct response: true

8. Sample type 12 SINGLE ITEM PICTURE: MULTIPLE-
CHOICE FORMAT
In this type of item, several pictures are prepared for each sentence. Look at
the pictures. Indicate which picture corresponds to the statement you hear.
The boy is running:
Correct response: A
Sample type 13 SINGLE ITEM PICTURES: MATCHING
FORMAT
The teacher prepares ten pictures corresponding to new vocabulary items:
these could be ten flash cards or magazine pictures that can be fastened to
the board. Ten simple line drawings could be prepared on an overhead
transparency. Each of the ten pictures is labeled sequentially from A to J.
You will hear ten sentences about foods. Each sentence; write the letter that
corresponds to the food that is mentioned.
1. My mother loves ice cream.
2. I never have soup for breakfast.
Sample type 14 MULTIPLE ITEM PICTURES: TRUE-FALSE
FORMAT
One picture that may be used for a sequence of items saves the teacher much
time in preparing visuals. You will hear a series of sentences about this

9. picture. Decide whether each sentence is true or false according to the
picture. Indicate your answer as follows: A = true, B = false.
Here is a clock
It is blue.
It is now nine o’clock.
A child enters the room.
It is a girl.
Sample type 15 MULTIPLE ITEM PICTURES:FILL-IN
FORMAT
The teacher prepares a drawing on a board with arrows pointing to the
vocabulary items to be tested.
You will hear Seema’s mother telling her to set the table. Write the number
of each statement in the circle corresponding to the item she mentions.
1. Take the large plates.
2. We will use the red napkins today.
3. Each person should have one fork.

10. Sample type 16 MULTIPLE ITEM PICTURES: ABCD
FORMAT
In this type of item, four pictures are selected to represent different scenes or
situations.
You will hear a series of questions or statement. Listen carefully and decide
which picture each statement refers to. Mark the corresponding A,B,C, or D
on your answer sheet.
It’s snowing.
They are going to the movies.
Hari is at home.
It is very hot.
Do you often watch TV?

11. UNDERSTANDING STRUCTURES
In order to understand the second language, the students must be able to
identify the syntax and the grammar of a language does not if self imply the
ability to use these elements is speaking; it is none the less true that unless
the students can recognize patterns, they will not be able to employ them
with assurance and accuracy.
Picture tests
Picture items can be developed to test whether the student understands the
syntax and structure of the target language.
Sample type 17 SINGLE ITEM PICUTRES
You will hear two sentences for each picture. Indicate which sentence
described the picture most accurately.
A Mona runs fast, but Gaurav runs faster than she does.
B Mona runs fast, but Gaurav runs less quickly than she does.
Correct response: A

12. A The child gives the mother the book.
B The mother gives the child the book.
Correct response: A
Sample type 18 MULTIPLE CHOICES WITHOUT
CONTEXT
For items of this type, the students are given ABCD answer sheets and are
told distinction to listen for. Common problem areas include identification
of tenses of number, and of gender.
You will hear a series of short sentences. Decide whether the last word of
the sentence is masculine, feminine, or neuter. Indicate your answer as
follows: A= masculine, B= feminine C= neuter.
A. I’m buying the table
B Punit is taking the lamp.
C We are selling the bed.
Correct responses: A,B,C
Sample type 19 MULTIPLE CHOICE WITH SITUATIONAL
CONTEXT
There are four children in the Chadha’s family: Rajeev, Ravina and the
twins Sonu and Monu. Can you tell which ones the relative are talking

13. about? If you hear the pronoun “him” mark column A for Rajeev. If you
hear the pronoun “her” mark column B for Ravina. If you hear “them” mark
column C for sonu and monu.
1. I don’t see him.
2. Mr.Nagar is with them.
3. Grandmother just adores her.
In conclusion I want to say that these are some of the sample tests, this can
be used and prepared by English Language Teachers according to their
convenience and standard of the students. Using such types of test may help
students to develop language proficiency. Tests for speaking, reading and
writing may also be prepared by the teachers; it all needs the creativity and
the sensitivity towards second language teaching. It requires fewer resources
and less time on the part of teacher if he really wants his child to be
proficient in second language. So there is a need of paradigm shift. The need

14. is to shift our thinking towards proficiency in second language rather than
achievement. Are we ready to do that?
References:
NCERT (2005): National curriculum framework, New Delhi, NCERT
Doff, Adrian (1988) Teach English: Trainer’s Hand Book, Cambridge
University Press.
Lado, Robert (1961) Language testing Landon. Longman.
www2h.com/details/listeningskilltest.html
www.queendon.com/tests