SELECTIVE AND EXTENSIVE LISTENING

ASSESSMENT DESIGN

FITRIANA KARTIKA SARI

JAJANG NOORALAM
FRANCISKA XAVERIA K.
UMNIYYATUL MAKMUROH
 Selective Listening
Assessment tasks could ask to listen for
Names,
Numbers,
Directions (in a map exercise), or
Certain facts and events

Listening Information Sentence

cloze transfer repetition
 Listening Cloze
• Cloze dictations or Partial dictations
• The test-taker listen a story, monologue or
conversation, etc. They simultaneously read
the written text in which selected words or
phrases have been deleted.

Example: Song lyrics

I have A Dream – Westlife

I have a dream, a ____to sing

To help me____, with anything
If you see the wonder, of a ____
You can take the____, even is you fail
I believe in angels, something good in everything
I see
I believe in _____, when I know the time is right
for me
I’ll cross the ____, I have a dream
I have A Dream – Westlife

I have a dream, a song to sing

To help me cope, with anything
If you see the wonder, of a fairy tale
You can take the future, even is you fail
I believe in angels, something good in everything I
see
I believe in angels, when I know the time is right for
me
I’ll cross the stream, I have a dream
 Information Transfer
The information must be transferred to a visual
representation

Multiple-picture-cued selection

Single-picture-cued verbal multiple choice

Chart-filling
 Multiple-picture-cued selection
1) Test-takers hear monologue then choosing the
picture which relevant with information (see
p.127)
 Single-picture-cued verbal multiple
choice
A number or people or actions are presented in
one picture.
 Chart-filling
Reflect greater authenticity by using charts,
maps, grids, timetables, and other of daily life.
 Sentence repetition
• Students are required to repeat a sentence or
partial sentence they are listening.
• Procedures:

Listening to a series of sentences.

Repeat the sentences orally.

The task is recorded and scored then.

It is far from flawless listening assessment task
1. This task requires more than just listening
2. This task is not just tests of listening, but also
general oral skills.
 Extensive Listening
Listening develop a top down, global
understanding of spoken language.
• Dictation
• Test takers hear a passage of 50-100 words.
• The passage is read three times (normal speed, long pauses between
phrases, normal speed)
Example of dictation
• Difficulty can be manipulated by:
– The length of the word group
– The length of pauses
– The speed
– Complexity of the discourse, grammar and
– vocabulary
– Scoring (spelling, grammatical, additional words,
replacement)
 Several possible kinds of errors for scoring:

• spelling error only, but the word appears to have been

heard correctly (desk is written deks).
• spelling 'and/or obvious misrepresentation of a word,
illegible word
• grammatical error (For example, test-taker hears I can’t
do it, writes I can do it.)
• skipped word or phrase
• permutation of words
• additional words not in the original
• replacement of a word with an appropriate synonym
• Disadvantage
The authenticity is questioned.
a. Dictation fully assesses the ability to
comprehend pragmatic, context, inference,
or semantic.
b. People are rare to write down more than a
few chunks of information (addresses, phone
number, grocery list, directions for example)
at a time.
 Communicative stimulus-response
task
Test taker will be given a stimulus monologue or conversation
then asked to respond to a set of comprehension questions.

Disadvantage : Don’t mirror or reflect communicative, real-

life situations.
 Kinds of communicative
stimulus-response
• Dialog and multiple choice comprehension
items

A listening stimuli which is followed by comprehension

questions aimed to assess certain objectives

Test taker will hear a conversation twice, after that they

have to choose the correct answer for some questions.
• Dialog and authentic question on details

To compensate the potential inauthenticity of stimulus

in comprehension questions, the test maker must be
creative enough to find contexts where questions that
probe/explore understanding are more appropriate.
 Authentic listening task

Language assessment requires a listening types that are

cognitively demanding, communicative, and authentic.

But the nature of a test itself is a sample of performance

and a set of task with limited time frames

Buck (2001) stated that every test requires some

components of communicative language ability, and no
test covers them all. Similarly with the notion of
authenticity, every task shares some characteristics,
and no test is completely authentic.
 Alternatives to assess in a truly
communicative and authentic way
• Note taking
Listen to a lecture or teacher for a x length time then write
down the important ideas
Advantages :
- Offering students an authentic task that mirrors exactly what they
have been focusing on in the classroom.
- The task fulfills the criteria of cognitive demand, communicative
language, and authenticity.

Disadvantages :
- The process of scoring wastes time
- Because of the subjectivity of the point system, it lacks some
reliability.
• Midterm examination at the American Language
Institute at San Francisco State University uses a 15-
minute lecture as a stimulus. Then they asked the
test-takers to take notes according to the material
they’ve heard before. These notes are evaluated by
the teacher on a 30-point system.
 EDITING
Provides both a written and a spoken
stimulus, and requires the test-taker to
listen for discrepancies.
Editing in Written Version
 INTERPRETIVE TASK
An interpretive task extends the stimulus
material to a longer stretch of discourse
and forces the test-taker to infer a
response.
 Song
Poetry

News

Why was the singer feeling sad?

What do you think the political activists might do next, and why?
 RETELLING
Test-takers listen to a story or news event and
simply retell it, or summarize it, either orally (on
an audiotape) or in writing
test-takers must
identify the gist, main
idea, purpose,
supporting points,
and/or conclusion to
show full
comprehension