Evaluation of The IELTS Listening Test Essay example

According to Diane K. Brantley (2007), “When administering an IRI, it is valuable to do a complete assessment of the ELL’S abilities to read and comprehend English, and if available, in his or her primary language, (Brantley, 2007). Assessing a student’s

In addition, J.K was administered the Oral Discourse Comprehension component of the WIAT III Listening Comprehension subtest. She was asked to listen to one or more sentences from a CD and then answer some questions. This was done to assess her receptive language skills at the sentence and discourse level. J.K appeared to be listening carefully during the task, however, when the sentences

SL.9-10.1, 3,6 Listening actively to spoken English language in a range of social and academic context.

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

YOUR TASK 7: You will set some evaluation criteria to assess students’ learning outcomes. Guidelines for the assessment of English language learners will help you establish your criteria for assessment. The final document will be set on the e-learn of the university. Each student can look at it and start sharing

I have always been told that am not very good at listening, therefore, I choose the skill of listening as a means of evaluating myself and observing how this skill is used by me and towards others whom I have contact with. During this process I decided to take the Self-Assessment 8.3: Active Listening Skills Inventory offered on the website http://highered.mheducation.com.

For the speaking and listening section of the assessment, I conducted the interview with student 1. I also decided to incorporate a running record, and ask a few questions related to the text, which were an additional support enabling me to measure the girl’s listening and speaking language skills in great depth.

By completing the listening assessment, I have discovered that I have a great ability to try to listen carefully to what people are saying. In my mind, I am aware that I have a difficult time processing and understanding what people say. It could be possible I might be experiencing a bit of receiver

In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.

ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This test was

MODEL, Measure of Developing English Language, is a series of tests given to grade-school students to assess determine progress as ELL students receive services. MODEL evaluates ELL students’ academic English language proficiency in the four language domains of speaking, listening, reading, and writing. All items and tasks in those sections are aligned to the WIDA ELP Standards. The speaking section consists of constructed-response tasks that target progressively higher proficiency levels. The listening section in MODEL has multiple-choice items. The reading section in MODEL is also multiple-choice. The writing section in has two parts: Part A, which asks students to respond to open-ended questions that require only short answers; and Part

Alberta Government. (n.d.). Benchmarks, strategies, and resources for teachers of English language learners. Learn Alberta. Retrieved from http://www.learnalberta.ca/content/eslapb/

The listening process is a multistage process that involves "receiving, constructing meaning from, and responding to spoken and/or nonverbal messages" (pg. 109). In order to listen effectively it is necessary to attend to, interpret, evaluate, and respond to the message. The steps or stages to the listening process are as follows: attention, interpretation, evaluation, and responding. The first step is attention, which deals with the act of selectively focusing on certain communication cues while also ignoring others. One important key aspect to being a good listener is learning how to take control of one's attention by setting goals ahead of time and redirecting attention when it strays away. The second step is interpretation, which deals with the act of assigning meaning to the stimuli that captures our attention. Interpretation is often guided by our own individual patterns of thought as well as social expectations and is definitely open to many errors. By

Active listening includes a variety of behaviors which communicate to the other that they are heard and understood, that the feelings which underlie the words are appreciated and accepted, and that regardless of what the individual says, thinks or feels, they are accepted as a person by the listener. Active listening demands that the receiver of the message put aside the belief that listening is easy and that it happens naturally and realize that effective listening is hard work. Good listening encourages the speaker, promotes trust and respect, improves relationships, and makes resolution of problems more likely. Good listeners are prepared to listen, show interest, keep an open mind, listen critically, resist distractions,

Listening is to coherent speaking as reading is to effective writing. English and all other language irrespective of nation or dialect is a totality of four skills: Listening, reading, writing, speaking. Underwood (1989) simplified the definition of listening to "the activity of paying attention to and trying to get meaning from something we hear" (p. 1). Mendelsohn (1994) defines listening comprehension as ―the ability to understand the spoken language of native speakers.''