1. TESTING LISTENING By: Nane Magdalena 06920090052

2. Introduction  Listening and Speaking are typically exercised together in oral interaction.  Several occasions: listening to the radio, to lectures, to railway station announcement. NO speaking is called for.  Listening is included for its backwash effect on the development of oral skills.  Listening may also be tested for diagnostic purposes

3. Specifying what candidate should be able to…  Content  Operations…global classification, include the ability to: Obtain the gist Follow an argument Recognize the attitude of the speaker  Informational (list on page 161)  Interactional  For lower level listening skills, might include Discriminate between vowel and consonant phonemes Interpret intonation patterns

4. Specifying what candidate should be able to… For reasons of content validity and backwash, text should be specified as fully as possible.  Text type..monologue, dialogue, instructions, etc.  Text form..exposition, argumentation, narration, etc.  Length..seconds or minutes.  Speed of speech..words/minute, syllable/second  Dialects..standard or non-standard varieties  Accents..regional or non-regional

5. Setting Criteria Levels of Performance  Selecting samples of speech (texts)  Use the authentic speech  Radio, television, teaching materials, internet, our own recordings of native speakers.  Poor recording introduces difficulties and reduces validity and reliability of the test.  Should be as natural as possible.  Should avoid passages originally intended for reading.

6. Setting Criteria Levels of Performance  Writing Items  Note-taking procedure for extended listening.  Keep items sufficiently far apart in the passage.  Candidates should be warned by key words that appear both in the item and passage.

7. Possible Techniques  Multiple choice  The alternatives must be kept short and simple  For testing recognizing and understanding suggestions  Short Answer  Gap filling  To avoid unique answer  Information Transfer (on page 166)  Completing forms, showing routes on a map, diagrams  Note-Taking

8. Possible Techniques  Partial Dictation (on page 168)  Providing a ‘rough and ready’ measure of listening ability  Can be used diagnostically to test students’ ability to cope with particular difficulties  To avoid score unreliability, it is better to use partial dictation  Correct spelling should probably not be required, but can cause scoring problems  If the answer is more than a single word, it does make the scoring even less straightforward

9. Possible Techniques  Transcription  To transcribe numbers or words which spelled letter by letter  The letters should not already be able to spell

10. Setting Criteria Levels of Performance  Moderating the items  the moderation of listening items is essential  The moderators begin by ‘taking the test and then analyze their items and their reactions to them (on page 154)  Presenting the texts (live or recorded?)  Use recordings  uniformity, listened to in language lab, the recording should be equally clear  To be live  a single speaker to get uniformity and reliability, should have a good command of the language of the test, highly reliable, trustworthy individuals  Scoring  the correct response was intended

11. THANK YOU….