ASSESSING LISTENING

ASSESSING LISTENING

1. hep to see how well our students understand spoken

2. Assessment should be on-going

3. invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain.

4. Listening is often implied as a component of speaking

5. objectives or criteria may be classified in terms of several types of listening performance

6. types of listening performance

   • Intensive-listening for perception of the components of a larger stretch of language.
     • recognizing Phonological and Morphological elements
       • paraphrase recognition
       • dialogue paraphrase
   • Responsive-listening to a relatively short stretch of language in order to make short response
     • appropiate response to a question
     • open-ended response to question
   • Selective- the teacher asks the students for example, to listen for names, numbers, a grammatical category , directions, or certain facts and events.
     • listening Cloze
     • sentences repetition
   • Extensive-listening for the gist , for the main idea, and making inferences are part of extensive listening.
     • dictation
     • editing a written version of an aural stimulus

7. design the task include making decisions about how you will elicit performance and how you expect the test-taker to respond.

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