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Chapter 6: Assessing Listening

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Daniela Vallejo

on 29 May 2016

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Transcript of Chapter 6: Assessing Listening

1.
Students will listen to a six-minute conversation (Stimulus).
Chapter 6
ASSESSING LISTENING
SPECIFICATIONS
:
TASK: matching the correct Word or sentence
TOPIC: asking questions
SKILLS: Listening
TIME: 10 minutes
POPULATION: 30 student of 6th grade
LEVEL: beginners
Appropriate response to a question
GREETINGS AND INTRODUCTIONS (BEGINNERS)
The objective of this item is recognition of the “WH” questions and its appropriate response. Besides, it works with the auxiliary verb “DO” and with some uses of “HOW”.
Assessing Tasks
Setting
listening
assessment

Recognizing phonological and morphological elements
Information transfer
Dictation
Transcript:
Students will hear the next paragraph three times at different rates.

Before Mr Bean has a shower, he brushes his teeth. After he has a shower, he gets dressed. Before he goes downstairs, he combs his hair. After he goes downstairs, he switches on the radio. Before he makes a pot of tea, he boils the kettle.
Types of listening
Recognition of
sounds
Assign a literal and intended meaning to the utterance
Determine speech events
Objective
Assessment
Listening process
Observing the performance of the four skills
Consider fallibility of results
Rely on observable performance in our students' assessment
Basic types of listening
Retain important or relevant information
Comprehending structure elements (phonemes).
Understanding of pragmatic context.
Determine meaning of auditory input.
Develop comprehensive understanding.
Intensive
Responsive
Selective
Extensive
Micro and Macro skills of listening
From the previous stages we can derive four types of listening performance.
Listening for perception of components (phonemes, intonation, discourse markers, etc)
Listening to a relatively short stretch of language (a greeting question, command, comprehension check, etc.) in order to make an equally short response.
Processing stretches of discourse such as short monologues for several minutes in order to “scan” for certain information. Its purpose is not looking for global or general meanings, but to be able to comprehend designated information (TV or radio news items, or stories, etc)
listening for the gist and main idea. (Interactive skills)
“Students’ listening performance must be integrated with speaking and perhaps other skills in the authentic give-and-take of communicative interchange”.
Listening cloze
Communicative stimulus - response tasks
Authentic listening tasks
1)NOTE-TAKING
Task specifications:
Stimuli:
six-minute conversation (lecture)
Population:
11th grade students (20 students)
Objective: s
tudents will listen to a conversation in order to understand and write down its main idea, gist and purpose.
Topic:
Television Addicts
Skills:
listening and writing
Performance and observation: you assess the person’s competency but you observe that person’s performanceNot always the performance means true competence because of external factors.
Principles for assessing learner’s competence

Teachers triangulate measurements in order to make your assessment more valid and reliable.
Several tests that are combined to form an assessment.
A single test with multiple test tasks
In-class and extra-class graded work.
Alternative forms of assessment
In the case of receptive skills we can observe neither the process of performing nor the product

All assessment of receptive performance must be made by inference
Listening is a component of speaking
Language acquisition
THE IMPORTANCE OF LISTENING
Listening is a component of speaking
Macroskills
are those that focus on the larger elements involved in a top-down approach to a listening task.
Microskills
are those that attend to the smaller bits and chunks of language (bottom-up process)
These micro- and macroskills provide 17 different objectives to assess in listening
What makes listening difficult?
Performance Variables
Clustering
Redundancy
Reduced Forms
Colloquial language
Stress, rhythm and intonation
Interaction
2)EDITING
Task specifications:
Stimuli:
Newspaper article (19 lines)
Topic:
Pain myths
Population:
11th grade students (20 students)
Objective:
students will read and listen to a short article in order to identify the discrepancies between the two stimulus versions and correct or edit them.
Skills:
This task provides both a written and spoken stimuli (reading and listening)
3)INTERPRETIVE TASKS
Task specifications:
Stimuli:
a recited version of a poem
Topic:
“Good Bye again”
Population
: 11th grade students (20 students)
Objective:
students will listen to a (recited) poem in order to identify its main idea and provide a spoken interpretation.
Skills:
listening and speaking
4)RETELLING

Task specifications:
Stimuli:
fable
Topic:
The fox and the Crow
Population:
11th grade students (20 students)
Objective:
students will listen to a fable in order to identify its main idea, summarize and retell it using their own words.
Skills:
listening and speaking/writing
TASK


1.Students will listen to a six-minute conversation (Stimulus).
2.While listening to the conversation, they will write down important ideas and details.

This task implies students’ ability to discern between relevant and no relevant ideas, identify key words and the gist of a conversation.

3.At the end of the activity students’ notes will be evaluated by the teacher according to a point system.
NOTE-TAKING SCORING SYSTEM
(15 points)
Characteristics


It has a time consuming scoring procedure (loss of practicality)
•It mirrors exactly what students have been focusing on in the classroom (authentic – content valid)
•Notes can become an indirect, but valid form of assessing global listening comprehension. (validity)
•It fulfills the criteria of cognitive demand, communicative language and authenticity.
NOTE:
As there is possibility of subjectivity, the inter-rater reliability is important mainly to ensure consistency and fairness
Editing a written version of an aural stimulus (steps)

1.
Students will read the written stimulus material (a news report, an email from a friend, notes from a lecture, or an article in a newspaper)
TASK
2.
Students will hear the spoken version of the stimulus that deviates, in a finite number of facts or opinion, from the original written form.
3
.S
tudents will mark the written stimulus by circling or underlying any words, phrases, facts, or opinions that show a discrepancy between the two versions.
TASK
1
.Students will listen to the recited version of a poem.
Poem: Goodbye Again
I’m sure will come the day
That we do say goodbye
And then we will know
You took the coward’s way

Children don’t forget
They will learn and see
Their minds will be forever corrupt
With the horrid memory

Selfish acts
Forever take hold
Leaving destruction
On young and old
Mind, soul, and bodySuch a waste
A coward’s actions
Set to pace

For it is in their eyes
That I worry
For it in their eyes
That I see
Unconditional love
That must stay with thee

Not for you
Only for them
They are the angels
I cherish to the end!
2.
Students will have to interpret the stimulus (poem) by answering few questions (in an open-ended format).
Why do you think the name of the poem is “Good bye again”?
What events might have led up to the writing of this poem?
What king feelings do you think the writer was experiencing at that time?
Who do you think he was calling coward to?
Why do you think he mentions that his wife left him?
Was the writer worried about his children?
This task extends the stimulus material to a longer stretch of discourse and forces the student to infer a response.
Potential stimuli:

•Song lyrics
•(recited) poetry
•Radio/television news reports
•An oral account of an experience

Characteristics:

•It conforms to certain time limitations (unpractical)
•Unreliable scoring procedures since there may be more than one correct interpretation (questions can be quite specific as they ask the test-taker to infer the answers)
• It is authentic in terms of interaction and use of language and it provides feedback and washback on the quality of students’ performance.
CHECKLIST (15 points)

Task specifications


Stimuli: fable
Topic: The fox and the Crow
Population: 11th grade students (20 students)
Objective: students will listen to a fable in order to identify its main idea, summarize and retell it using their own words.
Skills: listening and speaking/writing
LISTENING CLOZE: Conversation: Car accident

SPECIFICATIONS:

Skill: Listening
Task: Listening cloze
Time: 25 minutes
Level: Intermediate
Purpose: Students will recognize idioms, phrasal verbs and informal words which are being used during the conversation.
Items: Phrasal verbs, idioms and informal words: to blab, to jump to conclusions, to pull into, to ruin, to be a jam, tough, awesome, to count on, to wreck.
Scoring criteria: From 0 to 5.

•Students are asked to write in the space the verbs that they listen to while the song is being played.
•The recording will be played 2 times. After each listening gap, Students will have 1 minute to check what they wrote in the blanks and correct them if necessary.
•Only words having correct spelling and being placed in the correct space count for correct answers.
•Words incorrectly spelled are taken as incorrect answers.
•Each point will weight 0.55.
SPECIFICATIONS

Topic: Daily routine, present simple.
Skill: listening
Task: Dictation
Time: 5 minutes
Level: Beginners.
Objectives

Students will recognize and identify the verbs conjugated in present simple.
Students will recognize some vocabulary related to daily routines.
Students will transcript what they have heard in an accurately way, including correct capitalization and punctuation.
Instructions:
1. Just listen, and try to understand.
2. Listen and write.
3. Listen again - Check and make any corrections.
Content:

Source: http://www.esl-lab.com/car-accident/car-accidentsc1.htm
TASK
1. Students will listen to a fable.

2.Students will have to summarize or retell it, either orally or writing.
Students can take notes while listening if necessary
Characteristics:
It is authentic because it is based on actual classroom activities
Students’ answers can be rated on how they describe the events in the story and how well they use language components
Student must identify the gist, main idea, purpose, supporting points, and/or conclusion in order to show full comprehension of the fable.
There are some scoring and reliable concerns.
Thanks
http://www.learnenglish.de/Dictation/edictationmorning.html
TEACHERS MATERIAL

1)QUESTIONS
Greetings and Introductions

1. What's your name? 2. Where do you live? 3. How's it going?4. Where does she work? 5. Where are they from? 6. How many people are in your family? 7. Hey, what's new?
8. What does he do?
9. What do you do in your spare time?
10. What does your father do for a living?
2) ANSWERS
1. I'm Nancy. ( A ) (0.5)
2. I live in Chicago. ( B ) (0.5)
3. Okay. ( A ) (0.5)
4. She works at City Bank. ( C ) (0.5)
5. They are from Mexico. ( A ) (0.5)
6. I have three brothers. ( C ) (0.5)
7. Nothing much. ( B ) (0.5)
8. He's an engineer. ( C ) (0.5)
9. I like to exercise. ( A ) (0.5)
10. He's a doctor. ( C ) (0.5)
Every correct answer scores: (0.5) and all of them score: (5.0).
2. (OPEN-ENDED)
Test-takers hear the questions and write or spoke the answer. The score depends on teacher’s judgment and could be scored like the multiple choice one.
TASK
Anderson Chavez
Ximena Delgado
Diana Gomez
Angela Madroñero
Maria Jose Quintana
Paulo Loaiza
Daniela Vallejo
Full transcript