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.

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