There are some foundation principles of language assessment were introduced. Concepts like practicality, reliability, validity, authenticity, washback, direct and indirect testing, and performative and summative assessment are by now part of your vocabulary. The day to day classroom assessment of listening, speaking, reading, and writing. Since the level at which you will most frequently have the opportunity to apply principles of assessment.
For something in the way of a focus on form in assessment. There is no such thing as a test of grammar of vocabulary that does not invoke one or more of the separate skills of listening, speaking, reading, or writing. It is not uncommon to find little “grammar test” and “vocabulary test” in textbook, and these may be perfectly useful instrument. But responses on these quizzer are usually written, with multiple choice selectio nor fill in the blank items.
THE IMPORTANCE OF LISTENING
One reason for this emphasis is that listening is often implied as a component of speaking. In addition, the evertly observable nature of speaking renders it more empirically measureable then listening. But perhaps a deerper cause lies in universal biases toward speaking. A good speaker is often (unwisely) valued more highly than a good listener.
BASIC TYPES OF LISTENING
Those are four commonly identified types of listening performance,each of which comprises a category within which to consider assessment tasks and procedures.
1. Intensive. Listening for perception of the components (phonemes, words, intonation, discourse markers, etc.) of a larger stretch of language.
2. Responsive. Listening to a relatively short stretch of language (a greeting, question, command, comprehension check, etc.) in order to make an equally short response.
3. Selective. Processing stretches of discourse such as short monologues for several minutes in order to “scan” for certain information.
4. Extensive. Listening to develope a top-down, global understanding of spoken language.
For something in the way of a focus on form in assessment. There is no such thing as a test of grammar of vocabulary that does not invoke one or more of the separate skills of listening, speaking, reading, or writing. It is not uncommon to find little “grammar test” and “vocabulary test” in textbook, and these may be perfectly useful instrument. But responses on these quizzer are usually written, with multiple choice selectio nor fill in the blank items.
THE IMPORTANCE OF LISTENING
One reason for this emphasis is that listening is often implied as a component of speaking. In addition, the evertly observable nature of speaking renders it more empirically measureable then listening. But perhaps a deerper cause lies in universal biases toward speaking. A good speaker is often (unwisely) valued more highly than a good listener.
BASIC TYPES OF LISTENING
Those are four commonly identified types of listening performance,each of which comprises a category within which to consider assessment tasks and procedures.
1. Intensive. Listening for perception of the components (phonemes, words, intonation, discourse markers, etc.) of a larger stretch of language.
2. Responsive. Listening to a relatively short stretch of language (a greeting, question, command, comprehension check, etc.) in order to make an equally short response.
3. Selective. Processing stretches of discourse such as short monologues for several minutes in order to “scan” for certain information.
4. Extensive. Listening to develope a top-down, global understanding of spoken language.
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