methods and criteria for assessing listening skills

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lesson 8. methods and criteria for assessing listening skills course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about the basic principles of assessing listening skills. preparation (aids and equipment) 1. spratt, m (1994) english for the teacher, cambridge university press, isbn 0 521 42676 6 spratt. m, pulverness, a, williams, m. (2005) the tkt course, cambridge university press, isbn 978 0 521 60992 …

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ered basic listening and speaking skills, some students are much more effective in their oral communication than others. and those who are more effective communicators experience more success in school and in other areas of their lives. the skills that can make the difference between minimal and effective communication can be taught, practiced, and improved. the method used for assessing oral communication skills depends on the purpose of the assessment. a method that is appropriate for giving feedback to students who are learning a new skill is not appropriate for evaluating students at the end of a course. however, any assessment method should adhere to the measurement principles of reliability, validity, and fairness. the instrument must be accurate and consistent, it must represent the abilities we wish to measure, and it must operate in the same way with a wide range of students. the concerns of measurement, as they relate …

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h has been taken in the speech communication association's guidelines for elementary and secondary students. many of these broader views stress that oral communication is an interactive process in which an individual alternately takes the roles of speaker and listener, and which includes both verbal and nonverbal components. how are listening skills assessed listening tests typically resemble reading comprehension tests except that the student listens to a passage instead of reading it. the student then answers mulitiple-choice questions that address various levels of literal and inferential comprehension. important elements in all listening tests are (1) the listening stimuli, (2) the questions, and (3) the test environment. the listening stimuli should represent typical oral language, and not consist of simply the oral reading of passages designed to be written material. the material should model the language that students might typically be expected to hear in the classroom, in various media, or …

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ctures that match the description, or they might be given a map and instructed to trace a route that is described orally. the testing environment for listening assessment should be free of external distractions. if stimuli are presented from a tape, the sound quality should be excellent. if stimuli are presented by a test administrator, the material should be presented clearly, with appropriate volume and rate of speaking. how should assessment instruments be selected or designed? identifying an appropriate instrument depends upon the purpose for assessment and the availability of existing instruments. if the purpose is to assess a specific set of skills -- for instance, diagnosing strengths and weaknesses or assessing mastery of an objective -- the test should match those skills. if appropriate tests are not available, it makes sense to design an assessment instrument to reflect specific needs. if the purpose is to assess communication broadly, as …

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tudents' progress. these techniques range from observation and questioning to standardized testing. however, even the most informal methods should embrace the measurement principles of reliability, validity, and fairness. the methods used should be appropriate to the purpose of the assessment and make use of the best instruments and procedures available. activity 3. activity 4. giving home task. https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/listening image1.jpeg image2.jpeg /docprops/thumbnail.jpeg

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lesson 8. methods and criteria for assessing listening skills course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about the basic principles of assessing listening skills. preparation (aids and equipment) 1. spratt, m (1994) …

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