Assessment Activity

Assessment Component

Listening Instrument Design

GROUP MEMBERS: ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬Javier Silva – Aline Díaz – Miguel Payeras –Victor Isla –Felipe

Inostroza – Karina Barra.

SECTION: _________200______________________________________________

Level: 9th grade (1ro Medio)

Grammar: Simple Present; vocabulary: words related to music, movies, video games.

Functions: Informing, giving reasons, expressing preferences

ASSESSING LISTENING

According to Brown (2004), there are four types of listening performance: intensive, responsive, selective and extensive. The assessment instrument includes one task for each listening performance. The micro/macro skills assessed, the elicitation technique proposed and the corresponding tasks are described. The material used is an aural input: a dialogue between two friends, Jenny and Sarah, who are making plans for tonight. The tasks are contextualized on the material presented to the students.

I. Skill: Discriminate among the distinctive sounds of English.

Type of listening: Intensive listening: to recognize phonological and morphological elements

Task description: The student will be able to recognize the distinction between the sounds /i/ and /i:/ in a sentence. Students hear part of the dialog twice and have to choose the correct alternative in a written multiple-choice item.

Elicitation technique: Multiple-choice item. Distractors are designed to ascertain that the student is able to discriminate among the sounds /i/, /i:/ and /ʌ/ when heard in a conversation.

TASK 1: Test-takers hear: Please select on your paper the last sentence Jenny tells Sarah at the end of the dialog. You will hear the dialog twice.

1) Test-takers hear twice: “It’s a brilliant idea! I’m leaving right now”

Test-takers see:

a. I’m leaving right now

b. I’m living right now

c. I’m loving right now

2) Test-takers hear twice: “Any plan for tonight? ”

Test-takers see:

a. Annie plan’s for tonight?

b. Any plan for tonight?

c. And, a plan for tonight?

3) Test-takers hear twice: “Shall we go to the cinema? ”

Test-takers see:

a. Shall we’ll go to the cinema?

b. She will go to the cinema?

c. Shall we go to the cinema?

4) What singer is Sarah listening to? answer correctly. Test-takers hear twice “Madonna”. Test-takers see:

a. Madeon

b. Madonna

c. Madness

II. Skill: Identify and describe specific information.

Type of listening: Responsive listening.

Task description: The student will be able to write a shot answer about a specific question related with the audio.

Elicitation technique: Open-ended response to a question

TASK 2: The students have to response the following questions.

a. What was Sarah planning to do before getting Jenny’s call?

b. Who answers the phone?

c. What was Sarah doing when she answered the phone?

d. What will Sarah and Jenny do at night?

III. Skill:

Type of listening: Selective listening. Ask to students to listen for names, numbers, a grammatical category, directions, or certain facts and events.

Task description: The student will be able to recognize and select a piece of the specific information and linked with their parent.

Elicitation technique: Matching. Two groups of words, phases or sentences; each item in the first group has to be linked to a different item in the second.

TASK

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