This ppt is about how to make listening assessment for classroom practices.

1. ASSESSING LISTENING
PRESENTED BY:
ISNA RAKHMAWATI
MAXIMUS LEONARDUS NEMO
GRADUATE PROGRAM IN ELT
STATE UNIVERSITY OF MALANG

2. DEFINITION
• THE NATURE OF LISTENING ( FANG: 2008) MEANS THAT THE LEARNER SHOULD BE ENCOURAGED
TO CONCENTRATE ON AN ACTIVE PROCESS OF LISTENING FOR MEANINGS, USING NOT ONLY THE
LINGUISTICS CUES, BUT HIS NON LINGUISTIC KNOWLEDGE AS WELL.
• IN THE MODERN VIEW OF LISTENING, O’MALLEY AND CHAMOT (1989) DEFINES THAT LISTENING
COMPREHENSION IS ACTUAL AND COUSCIOUS PROCESS IN WHICH THE LISTENER CONSTRUCTS
MEANING BY USING CUES FROM CONTEXTUAL INFORMATION AND EXISTING KNOWLEDGE
WHILE RELYING UPON MULTIPLE STRATEGIC RESOURCES TO FULFILL THE TASK REQUIREMENT.

3. LANGUAGE SKILLS
1. Listening
2. Speaking
3. Reading
4. Listenig

4. LISTENING IS RECEPTIVE SKILLS
a. PASSIVE
b. ACTIVE

5. THE IMPORTANCE OF LISTENING
(1) often implied as a component of speaking,
(2) input in the successful of language acquisition,
(3) applicable in many fields: workplace, education, home-context.
Assessment of listening must be made because we neither observe the
actual act of listening nor the product

6. LISTENING
• Listening is receptive skills
• The importance of listening: (1) often implied as a
component of speaking, (2) input in the successful of
language acquisition, (3) applicable in many fields:
workplace, education, home-context.
• Assessment of listening must be made because we neither
observe the actual act of listening nor the product

7. WHAT MAKES LISTENING IS SO DIFFICULT?
• Clustering:
• Redundancy
• Reduced forms
• Performance variables
• Colloquial language
• Rate of delivery
• Stress, rhythm, and intonation
• Interaction

8. BASIC TYPES OF LISTENING
• Heaton (1988) argued that developing listening skills can be done
through testing listening comprehension test.
• He, therefore, listed the two categories of auditory test:
1) Test of phoneme discrimination and of sensitivity to stress and
intonation
2) Test of listening comprehension
• Brown (2004) stated that effective test or appropriate assessment
designing must begun with the specification of objectives or criteria
which can be classified on several types of listening performance.

9. comprehending language
structure elements
understanding pragmatic
context
determining meaning of
auditory input
developing the gist, a
global/comprehensive
understanding
Intensive
Extensive
Selective
Responsive
M A C R O
THE PERFORMANCE OF LISTENING
M I C R O

10. DESIGNING ASSESSMENT TASKS: INTENSIVE LISTENING
• Phonological and morphological elements recognition
• Paraphrase recognition

11. PHONOLOGICAL &
MORPHOLOGICAL ELEMENTS
RECOGNITION

12. Phonemic pair, consonant
Test-takers hear: He’s from California.
Test-takers read: (a) He’s from California.
(b) She’s from California.
Phonemic pair, vowels
Test-takers hear: Is he living?
Test-takers read: (a) Is he leaving?
(b) Is he living?

13. Phoneme discrimination, pictures
Test-takers see the pictures
Test-takers hear:
(a) pin (b) pen (c) pair (d) pain
(a) shark (b) shock (c) sack (d) shock
(a) thin (b) tin (c) fin (d) din

14. Test-takers see the pictures
Test-takers hear:
1. Pain – pain
2. Sock – sock

15. 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.

16. 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 stimulus
Test-takers hear: vine
Test-takers read: (a) vine
(b) wine

17. PARAPHRASE RECOGNITION

18. Sentence paraphrase
Test-takers hear: Hello, my name’s Keiko. I come from Japan.
Test-takers read: (a) Keiko is comfortable in Japan.
(b) Keiko wants to come to Japan.
(c) Keiko is Japanese.
(d) Keiko likes Japan.
Dialogue paraphrase
Test-takers hear:
Man : Hi, Maria, my name’s George.
Women: Nice to meet you, George. Are you American?
Man : No, I’m Candian.
Test-takers read: (a) George lives in the United States.
(b) George is American.
(c) George comes from Canada.
(d) Maria is Canadian.

19. DESIGNING ASSESSMENT TASKS: RESPONSIVE LISTENING
• Appropriate response to question
• Open-ended response to a question

20. APPROPRIATE RESPONSE TO
QUESTIONS

21. Test-takers hear: How much time did you take to do your homework?
Test-takers read: (a) in about an hour.
(b) about an hour.
(c) about $10.
(d) Yes, I did.
Test-takers hear: Does Allison mind you playing the piano?
Test-takers read: (a) yes, she’s always thinking about it.
(b) no, she rather likes it.
(c) no, she doesn’t play the piano.
(d) yes, she must be careful.

22. OPEN-ENDED RESPONSE TO
QUESTIONS

23. Test-takers hear: How much time did you take to do your homework?
Test-takers write/ speak:_______________________.

24. DESIGNING ASSESSMENT TASKS: SELECTIVE LISTENING
• Listening cloze
• Information transfer
• Sentence repetition

25. LISTENING CLOZE

26. Test-takers hear:
Ladies and gentlemen, I now have some connecting gate information for those of you making
connections to other flights out of San Francisco.
Flight seven-oh-six to Portland will depart from gate seventy-three at nine-thirty P.M
Flight ten-forty-five to Reno will depart at nine-fifty P.M. from gate seventeen.
Flight four-forty to Monterey will depart at nine-thirty-five P.M. from gate sixty.
And flight sixteen-oh-three to Sacramento will depart from gate nineteen at ten-fifteen .
Test-takers write the missing words or phrases in the blanks.

27. INFORMATION TRANSFER

28. Multiple-picture-cued selection

29. Based on the picture below, the test takers have to pick out the true spoken statement and write
T at the side of the appropriate numbers. Then, write F at the side of the numbers of the false
statements.
Test takers hear:
1. The lorry’s on the left of the motorcyclist. ( )
2. The car’s travelling in the same direction. ( )
3. A dog’s running in front of the car. ( )

30. In the following listening tests students the test takers have five pictures in front of them. They
listen to four sentences, at the end of which they are required to select the appropriate picture
being described.
The test takers hear:
Both car doors are open.
It’s daylight but both headlamps are on.
The man who’s repairing the car is lying underneath it.
Although the girl sees the man working hard, she doesn’t help him.

31. Thus the test takers are able to narrow down the choice available to them as follows:
1. B C D E (only A shows one door open)
2. B D E (only C shows the headlamps off)
3. B D ( only E shows the man standing up)
4. D ( only B shows the girl helping the man)
Single-picture-cued verbal multiple-choice
Test-takers see: a photograph of a woman in a laboratory setting, with no glasses on, squinting
through a microscope with her right eye, and with her left eye closed.
Test-takers here: (a) She’s speaking into a microphone.
(b) She’s putting on her glasses.
(c) She has both eyes open.
(d) She’s using a microscope.

32. Chart-filling
Test-takers hear:
Now you will hear information about Lucy’s daily schedule. The information will be given twice.
The first time just listen carefully. The second time, there will be a pause after each sentence.
Fill in Lucy’s blank daily schedule with the correct information. The example has already been
filled in.
You will hear: Lucy gets up at eight o’clock every morning except on weekends.
You will fill in the schedule to provide the information.
Now listen to the information about Lucy’s schedule. Remember, you will first hear all the
sentences; then you will hear each sentence separately with time to fill in your chart.
Lucy gets up at eight o’clock every morning except on weekends. She has English on Monday,
Wednesday and Friday at ten o’clock. She has History on Tuesdays and Thursdays at two o’clock.
She takes Chemistry on Monday from two o’clock to six o’clock. She plays tennis on weekends at
four o’clock. She eats lunch at twelve o’clock every day except Saturday and Sunday.
Now listen a second time. There will be a pause after each sentence to give you time to fill in the
chart.

33. DESIGNING ASSESSMENT TASKS: EXTENSIVE LISTENING
• Dictation
• Communicative stimulus-response tasks
• Authentic listening tasks

34. DICTATION

36. COMMUNICATIVE STIMULUS-RESPONSE
TASKS

37. Dialogue and multiple choice comprehension items

38. The test takers read:
1. What is Lynn’s problem?
(a) She feels horrible.
(b) She ran too fast at the lake.
(c) She’s been drinking too many hot beverages.
2. When did Lynn’s problem start?
(a) When she saw her doctor.
(b) Before she went to the lake.
(c) After she came home from the lake.

39. AUTHENTIC LISTENING
TASKS

40. a,. Note-taking
This is usually done by the students of non-native English users while listening to the classroom
lecturers by professors. Their notes will be evaluated in such a way so that it lacks some
reliability.
b. Editing

41. d. Interpretive tasks
The tasks extend the stimulus material to a longer stretch of discourse and forces the test-takers
to infer a response by answering a few questions in the open-ended form. The potential
stimuli can be used are song lyrics, poetry (recite), radio/ tv news reports and oral account of
experience.
e. Retelling
The test takers listen to a story or news event and simply retell it or summarize orally or written.
In order to show a full comprehension, the test takers require to identify the main idea, purpose
and supporting details.

42. REFERENCES
• Brown, H.D. 2004. Language Assessment: Principles and Classroom
Practices. White Plains, NY: Pearson Education.
• Fang, x. 2008. Listening Comprehension in EFL Teaching. Us-china foreign
language. 6 (52): 21-31.
• Heaton, J.B. 1988. Writing English Language Tests (new edition). London:
Longman.
• O’malley, J.M. & Chamot, A.U. 1989. Listening Comprehension Strategies
in Second Language Acquisition. Applied linguistics. 10 (4): 418-437.