Answering assessment listening

Lecturer: Drs.Buhiran

Group 21. Rani Sahara2. Fitria Imelda3. Lucyana4. Sri Wahyuni

Question

1. In table 6.1 on page 118, it is noted that one cannot actually observe listening and reading performance. Do you agree? And do you agree that there is’nt even a product to observe for speaking, listening and reading? How then can one infer

The competence of a take taker to speak, listen, and read a language?

1. a. In listening process assessment we cannot see a process and product listening assessment.We are agree. Because listening and reading we cannot see a process and product of listening assessment. In testing we don’t know a students read or listen. Because reading and listening need another skill to help to do assessment. Example, in reading we cannot assess students without skill speaking to read the test. And then without skill writing we cannot assess listening test. b. In observe of reading, speaking, listening is not even the product. Agree, because reading, speaking , listening don’t have a product without help with another skill. However, speaking it has a process it will be have a product when speaker record and make a audio visual to do assess.c. one infer to competence of a test taker to speak, listen, and read. The process infer from unobservable reception to a conclusion about comprehension competence and all this is a good reminder of the importance not just of triangulation of the potential fragility of the assessment of comprehension ability.

2. Given that we spend much more time listening than we do speaking what are there many tests of speaking then listening?

2. We spend much more time listening then we do speaking because we listen first and then speak. Listening is partner of speaking. We do measurably more listening than speaking. The overtly

observed nature of speaking renders it more empirically measurably then listening. Listening test is many than speaking

3. Look at the list of micro and macros skills of listening on pages 121-122 in pairs, each assigned to a different skill ( or two ) brainstorm some tasks that assess those skills

Micro skillsIn micro skill listening assess skill:a. Different distinctive sound of English.b. Retain chunks different lengths in short term memoryc. To assess stress patterns, word in stressed and unstressed position,

rhythmic structure, intonation contours.d. Assess form of worde. Assess word boundaries, recognize a core of word, and interpret word

order patterns and their significance.f. Process different speech rates of delivery. g. Process speech containing pauses, errors, corrections.h. Recognize grammatical word classes, system, pattern, rules, and

elliptical form. i. Detect sentence constituents and distinguish between major and minor

constituents.j. Different grammatical forms.k. Recognize cohesive devices in spoken discourse.

Macro skillIn macro skill assess :a. The communicative function according to situation, participants, goals.b. Infer situations, participants, goals, using real world knowledge.c. From events, ideas and so on, described, predict outcomes, infer link

and connections between events, deduce causes, and effects, and detect such relation as main idea, supporting idea, new information, given information, generalization, and exemplification.

d. Distinguish between literal and implied meanings. e. Use facial, kinesics, body language, and nonverbal clues to decipher

meanings.f. Detecting key words, guessing the meaning of word form context,

appealing for help, and signaling comprehension or lack there of.

4. Eight characteristic of listening that make listening “ difficult’’ are listed page 122. in pairs, each assigned to an assessment task itemized in this chapter Decide which of the eight factors, in order of significance, contribute to the Potential difficulty of the items.

4. In the eight characteristic of listening of listening such as clustering, redundancy, reduced forms, performance

variables, colloquial language, rate of delivery, stress rhythm and intonation, interaction. Characteristic as the

significant and contribute to the potential difficulty in listening, because the collegial language usually used in

conversation but not in format speech. Idiom: idiom is a words with the meaning of all the

individual word. Example: a piece of cake, the meaning is sepotong kue but, this is idiom that have the meaning

sebuah tugas yang dapat di selesaikan dengan mudah

5. Divide the basic type of listening among group or pairs, one type for each. Look at the sample assessment techniques provided and evaluate them according the five principles ( practicality, reliability, validity [ face and content]Authenticity and washback)

Test in practicality• is not excessively expensive•Stays within appropriate time constraints•Is relatively easy to administer • has a scoring/evaluation procedure that is specific and time efficient

Test in reliability• measurement errors• Respond incorrectly • poorly written test

Test in validity• content related evidence • Criterion related evidence• construct related evidence • face validity

Test authenticity• the language in the test is a natural as possible• item are contextualized rather than isolated• topic are meaningful for the learner• Some thematic organization to item is provided•Tasks represent, or closely approximate, real world tasks.

Test Wash back• ready access discuss the feedback

6. In the same group as in #5 above and with the same type of listening, design of the some other item types, different from the one(s) provided here, that assess the same type of listening performance

Type of listening a. Recognize speech sound ( short-term memory )b. type of speech even ( monolog, interpersonal dialog, transactional dialog)

that is being and attend to context ( who speaker, location, and purpose )c. use bottom-up linguistic decoding skill and/or top-down background

schemata to bring a plausible interpretation to the massage.d. in most case , you delete the exact linguistic form in which the massage was

originally received in favor of conceptually retaining important and relevant information in long-term memory.

7. With the linguistic objective assigned to each pair or group, construct a listening cloze test of two-word verb, verb tenses, preposition, transition word, articles, and/or other grammatical categories.

Example listening cloze:Test-taker hear:Ladies and gentlemen, I now have some connecting gate information for those of 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 seventeenFlight four-forty to Monterey will depart at nine-thirty-five P.M from gate sixtyand flight sixteen-oh-three to Sacramento will depart from gate nineteen at ten-fifteen P.M. Test taker write the missing words of phrases in the blanks.

Other listening cloze task may focus on a grammatical category such as very tense, articles, two-word verb, prepositions, or transition words/phrases. Notice two important structural differences between listening task and standard listening cloze. In listening cloze deletion are governed by the objective of the task , no by mathematical deletion of every nth word. And more than one word be deleted, as in the above example.

8. On page 131, your are remanded that dictation are considered by some assessment specialists to be integrative (requiring the integration of listening, writing, reading, [proofreading], along with attendant grammatical can discourse abilities), is this a valid Claim? Justify your response

Dictation were thought to be not much more then glorified spelling.Agree. Because if dictation not with listening, grammatical, writing, reading, it will make problem with the spelling and meaning. In grammatical it incorrect to read of course the meaning will be different.

9. On page 136 is Buck’s claim that ‘’ no test is completely authentic.”Discuss the extent to which you agree or disagree with this assertion and justify you Own conclusion

According Buck “ no test is completely authentic”Agree with the statement because every test requires some components of communicative language ability, and no test covers them all similarly, with the nation of authenticity, every task shares the same characteristic with target language tasks. Beyond the rubrics of intensive, responsive, selective and quasi-selective communicative context. This end of range of listening task, ascertain form test-taker that they have processed the main ideas of a lecture, the gist of the story, the pragmatics conversation.

The end thanks for you attention