TSL3105

Teaching Listening and

Speaking
Testing Listening

Important factors in
testing

Reliability
- Test is consistent and dependable
- Test reliability & scorer reliability
Validity
- Measuring what is intended to be
measured
- Criterion validity
- Content validity
- Face validity
- Construct validity

Different types of
assessment

Proficiency tests
Diagnostic tests
Placement tests
Achievement tests
Aptitude tests

(Brown,
2001)

Principles for designing

effective classroom tests
1) Strategies for test-takers
- Offer learners appropriate, useful
strategies for taking the test.
- Avoid learners from having miscues
due to the format of the test
2) Face validity
- Sometimes, students dont know
what is being tested when they tackle
a test.
- Sometimes they feel that a test isnt
testing what it is supposed to test.

Ctnd.

- Teachers can help to foster the perception with:

a carefully constructed, well-thought-out format.
a test that is clearly doable within the allotted time
limit.
items that are clear and uncomplicated.
directions that are crystal clear.
tasks that are familiar and relate to their course
work, and
a difficulty level that is appropriate for your
students.

Ctnd.
3) Authenticity
- Make sure the language in your test is as
natural and authentic as possible
- Try to give language some context so that
items arent just a string of unrelated
language samples.
4) Washback
- The benefit that tests offer to learning.
- Students should be able to utilize the
information about their competence that test
feedback offers.
- Formal tests must therefore be learning
devices through which students can receive a
diagnosis of areas of strength and weakness.

Practical steps to test

construction
1) Test toward clear, unambiguous
objectives.
2) From your objectives, draw up test
specifications.
3) Draft your test.
4) Revise your test
5) Final-edit and type the test.
6) Utilize your feedback after
administering the test.
7) Work for washback.

Testing listening
It is very difficult to test listening
without bringing other skills into play.
Factors that make listening difficult as
discussed before, can make listening
tests unfair.
There is a delicate balance between
testing listening ability and testing
memory.
Nonverbal responses (recognition
responses) take less time for students to
complete and ensure little distraction.

Ctnd.
However, students can get lucky by
guessing the answers.
For productive responses, the likelihood
of guessing is smaller, but the task
demands ability in two skills and places
heavier load in the memory.
Problem for teachers in terms of
grading involves other criteria apart
from correct/incorrect answers.
In between both, a very short written
answer is the best option, e.g.
sentence completion.

Things teachers should

do

Make sure the students know exactly what

is in the test.
Prepare the students for the types of topics
that occur and make sure they have
mastered the basic vocabulary pertaining
the topics.
Make sure students know administrative
issues.
Do several practice tests.
Include an easy initial question to increase
confidence
Go over the answers in the practice test.

Strategies for students to

use in listening tests
Read and predict
Get ready
Answer immediately
Be word wise
Focus your listening
Dont give up
Listen for pauses
Notes first
Guess