1. The Development of the E 8 Listening Test
Claudia Mewald
Dave Allan
Andrea Kulmhofer-Bommer

2. Construct: WHAT
E8 standards for listening descriptors based on CEFR: (A1) A2 - B1
aligned with Austrian national curriculum
topics listed in curriculum
text types
What the test is based on

3. Construct: HOW TOP-DOWN meaning making from input texts interactional
transactional
interactional
focus on message
focus on listener
BOTTOM-UP
What the test focuses on

4. Specifications & formats Baseline study 2009
Section
Focus
Text-type
(input)
Item format
Length input text (words)
No of texts
No of items 1
Direct
meaning comprehension or
Inferred meaning comprehension
descriptive, narrative, expository, argumentative, instructive, literary Three domains: personal, public and educational
4-option MC
max. 100 per text 10 2
(max. 500 for both)
1 - 2
played twice
11-12 20

5. Length input text (words)
Adaptations: 2013 E8 Test
Section
Focus
Text-type
(input)
Item format
Length input text (words)
No of texts
No of items 1 - 6
Prediction
Inferring meaning
Relating utterances to contexts
Identifying speaker attitude
Listening for gist/main idea
Listening for specific information/detail(s)
descriptive, narrative, expository, argumentative, instructive, literary Three domains: personal, public and educational
3-option MC
matching
gap- filling
prediction
70-100
36-48
34-46
played once

6. Length input text (sec.)
Adaptations: 2019 E8 Test
Section
Focus
Text-type
(input)
Item format
Length input text (sec.)
No of texts
No of items 1 - 3
Overall listening comprehension: listening for gist/main idea
Implied meaning comprehension: inferring meaning from context and identifying speaker attitude
Detailed listening comprehension: Listening for important information and supporting/specific details
Advertisements, announcements, messages, instructions, directions, narratives, radio news reports, podcasts, interviews, radio plays, discussions Three domains: personal, public and educational
3-option MC, matching (5/6), T/F, testlets
approx.
30-60 sec
per input text
27-30
44-49
played once

7. The Development of the E 8 Speaking Test
Claudia Mewald

8. E8 SPEAKING TEST COMMUNICATIVE FUNCTIONS ORAL PRODUCTION PRAGMATIC A2
real-life process
co-constructed
knowledge & ability to communi-cate
INTERVIEW
MONOLGUE A2 C O N T E X C E F R S O C I L N G U T T E X Y P S C U R I L UM D E S I G N A2 B1
SHORT
DIALOGUE (2013)
LONG
DIALOGUE
communi-cative compe-tence
knowledge
compe-tence
use
TEST
LINGUISTIC
SPOKEN INTERACTION
TOPIC AREAS

9. Interlocutor training
Assessor training
Interlocutor training
S C E N A R I O
Assessment scale
Test
specifications
Prompt development
CEFR linking

10. Washback of standardised testing in the subject English at lower secondary level
Claudia Mewald

11. Level 1 Level 2 Level 3 - past supporting measures
Organising Institutions
goals – educational change
teacher education and development
perceived needs of teachers
Level 2
Executing Institutions
supporting measures
- past
- current
- future
Level 3
Implementing Institutions
impact on teaching
impact on assessment
impact on learning

12. Washback hypotheses by Alderson & Wall (1993) 15 Washback Hypotheses
326 teachers,
46 head teachers,
140 pupils, 48 parents
26 schools,
58 teachers,
95 lessons
observations
level 3
Washback hypotheses by Alderson & Wall (1993)
15 Washback Hypotheses
Alderson & Wall (1993)
interviews
levels 1-3
questionnaires level 3
published materials & research, tests, handouts from lessons, lesson plans
& long term plans ...
12 experts, 10 head teachers, 27 teachers
document research

13. pupils are not aware of standards
specific, strong and positive
intended and strong with trained raters
some pupils liked the test
pupils would like to receive more immediate feedback
pupils are not aware of standards
they do not benefit from the feedback
they lose interest in results
writing prompts
graded tasks
reading and listening strategies 
speaking
writing as gap-filling
reading aloud
reading or listening strategies
teaching
testing
motivation
learning
specific but weak
positive but short and weak
weak