Assessing Listening

3983 Words Jul 18th, 2011 16 Pages
Moray House school of Education

MEd TESOL
2008-2009

Learner Assessment in TESOL

Tutor: Gillies Haughton

Student: Shaaban Ahmed S0899927

Learner Assessment in TESOL
Assessing Listening

Introduction
Assessing listening is one of the most significant areas of language testing. However, it is the least area that is cared for and developed in assessment. Perhaps this is due to it is a very complex process. Listening is NOT assessed in my context and this has caused dramatic drawbacks in language learning and teaching related to listening skill. Therefore, the test specs and test instrument constitute a proposal to incorporate them into English language testing in my context. The importance of assessing listening is in the
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Series to be the methodology that guide classroom practices. According to Weir (1993: 98-99), these listening sub-skills should be included in listening texts; direct meaning comprehension, inferred meaning comprehension, contributory meaning comprehension and listening and taking notes. Weir (1990) asserts that the main proviso for testing within communicative framework is that the test tasks should as far as possible reflect realistic discourse processing. Identifying specific details and main ideas from an oral discourse are unique to real world listening and this makes the purpose of the test more encouraging to teachers and students to practise comprehending realistic spoken English. In addition, the purpose of assessing listening on the word level will evoke teachers and learners to pay more attention to phonological modifications in the coursebook. In this concern, Buck explains, “Any lack of such knowledge is likely to be reflected in reduced comprehension (Buck, 2001: 33).
Another choice I have made in the specs is the test type. After formulating the test construct, I have encountered a more important step in designing the test which is selecting an appropriate text relevant to the students’ level of proficiency and containing a range of vocabulary and structures they have learnt in the coursebook. The reason for choosing
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