Language Teaching Evaluation

1103779

WILLY SATRIA

ASSESING LISTENING

A. Integration of Skill in Language Assessment In assessing language, integration is even more of certainty because assessments virtually always implies a two way street between the teacher / tester and the students B. Assessing Grammar and Vocabulary There is no such thing as a test of grammar or vocabulary does not invoke one or more of the separate skill of listening, speaking, reading, and writing. It is not uncommon to find grammar test, and vocabulary tests in textbook, and this maybe perfectly useful instrument. C. Observing the performance of the four Skill The one important principle for assessing a learner competence is considering the fallibility of the result of a single performance. Such as that produce in a test. There are some performances or context before measurement. This can take the form of one or more of the following design a. several test that are combined to form an assessment b. a single with multiple test task to account for learning styles and performance variables c. in class and extra class graded work d. alternative forms of assessment (e.g. Journal, portfolio, conference, observation, self assessment, peer- assessment D. The Important of Listening Listening has often played second fiddle to its counterpart, speaking. In the standardized testing, number separate oral production tests are available, but it is rare to find just a listening test E. Basic Types of Listening a. you recognized speech sound and hold a temporary imprint of them in short term memory b. You simultaneously determine the type of speech event ( Monologue, interpersonal dialogue, transactional dialogue) c. You use bottom up linguistics decoding skill and/ or top down background schemata to bring a plausible interpretation to the message

Language Teaching Evaluation

1103779

WILLY SATRIA

d. In most cases, (except for repetition, task, which involve short term memory only) you delete the exact linguistics form in which the message was originally received in favor of conceptually retaining important or relevant information For this stage, we can derive for commonly identified types of listening performance: Intensive: listening for perception of the component Responsive: listening to a relatively short stretch of language Selective: processing stretch of discourse such as short monologue for several minutes Extensive: listening to develop a top down, global understanding of spoken language F. Micro and Macro skills of Listening Micro skills and macro skill implied in the performance of listening comprehension. List of micros kills has proven useful in the domain of specifying objectives for learning. Then, the skills are subdivided what we prefer to think of as micro skills (attending to the smaller bits and chunk of language. G. Designing Assessment Task: Intensive Listening a. Recognizing Phonological and morphological elements This task gives a spoken stimulus and task test-taker to identify the stimulus form two or more choices. b. Paraphrase recognition The next step on the scale of listening comprehension microskillis a word, phrases, and sentences, which are frequently assessed by providing a stimulus sentence and asking the test taker to choose the correct paraphrases from a number of choices. H. Designing Assessment Task: Selective Listening A question and answer format can provide some interactivity in these lower end listening task. The test-taker response is the appropriate answer to a question. The objective of this item is recognition of the wh. question how much and its appropriate response. The test-taker listens to a limited quantity of aural input and must discern within in some specific information. a. Listening Cloze (cloze dictation or partial dictation)

Language Teaching Evaluation

1103779

WILLY SATRIA

It is require the test taker to listen to a story, monologue, or conversation simultaneously read the written text in which selected words or phrases have been deleted. b. Information transfer It is must be transferred to a visual representation, such as labeling a diagram, identifying an element in a picture, completing a form or showing routes on a map c. Sentence Repetition It is an also used as assessment of listening comprehension. In a dictation, the test taker must retain a stretch of language long enough to reproduce it and then must respond with in oral repetition of that stimulus.

I. Designing Assessment Task: Extensive Listening a. Dictation is widely researched genre of assessing listening comprehension. Ina dictation, the test taker hears a passage, typically of 50 to 100 words, recited three times. b. Communicative stimulus response task. c. It is asked to respond to asset of comprehension question . such task are commonly used produced proficiency test. The monologue lectures and brief conversation used in such task are sometime a little contrived. d. Authentic listening Task Note taking Editing Interpretive ask

Language Teaching Evaluation

1103779

WILLY SATRIA

TESTING LISTENING COMPREHENSION A. Testing extensive listening skills a. Multiple choice question In the multiple choice question has some advantages and disadvenrages in it, the disadvantage are equally applicable for using this format in the testing of listening. Because of the problem associated with the serial nature of listening processthere are additional difficulties in employing this technique. b. Short answer question Advantages of short answer question can be a realistic activity for testing listening comprehension. The second of advantages is it employed in some examination, one can more certain that correct answer have not been arrived at by chance. disadvantages, the first is if the candidate has to write an answer at the same time as listening to continuous discourse there are c. Information transfer technique The advantages of the information transfer technique in testing for students do not have to process written question while trying to make sense of the spoken input. The disadvantages is it is often very difficult to find spoken text which lend themselves to a non verbal format, where an in reading a certain amount of editing of text is feasible and in general a greater variety of text are more available. B. The testing of intensive listening a. Dictation It is involve the students listening to dictated which incorporated oral messages typically of those they might encounter in the target situation. The dictation has some advantages: Gives our concern with reliability as well as validity There is a lot of evidence which show dictation correlating highly with a great variety of other test Critism of dictation in the pas stemmed from a viewpoint heavily influenced by structural linguistict

Language Teaching Evaluation

1103779

WILLY SATRIA

The new interest in dictation reflected the paradigm shift in testing values and objective referred to above An important factor in the return of dictation to popularity as attesting device was the research carried out by other A dynamic process of analysis by synthesis was involved Dictations for Oller test not only the students ability to discrimination phonological units but also his ability to make decision about word boundaries.

It also has some disadvantages: The evidence concerning dictation is inconclusive Dictation will be trivial unless the short term memory of the students is challenged Marking may well be problematic if one wishes to take into account seriousness of error If the dictation is not recorded on the tape, the test will be less reliable The exercise can be realistic if the text use have been previously created to be read rather than heard b. Listening recall The advantages of listening recall It can be administrated rapidly and score objectively and it allow the tester to focus on items which are deemed to be important High correlation have been reported with other more direct test of listening and with a test total for listening batteries In large scale testing operation in that is easy to construct administrate and mark The disadvantages of listening recall The techniques lies in stating what it is that is being tested It is authentic task and involves reading ability as well as listening Give the high correlation that have been discovered listening recall and dictation The problem may occur in the marking if consideration is given to anything other than exact spelling