Chapter # 5


Assessing Listening
Reaction paper by; Sylvia Johnson S.
“ Valid and reliable testing of listening comprehension is a complex process”.
Assess listening comprehension even though it is difficult to assess .

One reason for the neglect of listening assessment materials is the unavailability of culturally appropriate listening materials suitable for ESL/EFL contexts. The biggest challenges for teaching and assessing listening comprehension concern the production of listening materials Indeed, listening comprehension assessment is often avoided because of the time, effort, and expense required to develop, rehearse, and record, and produce high-quality audiotapes or CDs.

Reading texts most be converted to listening texts.

A written text lacks oral features. The closer a text is to oral language, the more appropriate it will be to assess students’ listening comprehension.

Give credit for what students know.
Don’t deduct for spelling or grammar mistakes when your focus is on listening comprehension.

Don’t just test what is easy to test.

Many teachers focus their tests items on local information ( e.g., numbers, dates, places) because these detail-focused items are easier to write than items that focus on meaning. Make sure your major is on meaning. Include higher-order thinking skills as well.

Give students a reason for listening.

The purpose of the listening activity should resemble those in real-life situations. Input should have a communicative purpose. In other words, the listener must have a reason for listening.