Answering

assessment
listening
Lecturer:
Drs.Buhiran
Group 2
1. Rani Sahara
2. Fitria Imelda
3. Lucyana
4. 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 isnt 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 dont 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 dont 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 skills
In micro skill listening assess skill:
a. Different distinctive sound of English.
b. Retain chunks different lengths in short term memory
c. To assess stress patterns, word in stressed and unstressed position,
rhythmic structure, intonation contours.
d. Assess form of word
e. 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 skill
In 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 seventeen
Flight four-forty to Monterey will depart at nine-thirty-five P.M from gate sixty
and flight sixteen-oh-three to Sacramento will depart from gate nineteen at tenfifteen 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 Bucks 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