Testing Listening

Testing listening is an assessment which measures the students listening

comprehension.

Listening is the language modality that is used most frequently. Listening involves a

sender (a person, radio, and television), a message, and a receiver (the listener).

Listeners often must process messages as they come, even if they are still

processing what they have just heard, without backtracking or looking ahead.

Approaches to Listening:

1. Pretending to listen

In such listening the listener faces the speaker, across the table or on the phone line,

as long as he speaks and then switches off without registering the message. This is

mere hearing and not listening.

2. Selective listening

Is a listening technique that filters and summarizes to achieve comprehension.

3. Superficial listening

This is the case when the listener takes in only the words but not the spirit of the

message. (Some writers classify this as attentive listening but this is an ironical term.

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4. Emphatic listening

This term conveys full emphasis on the act of listening and taking in the entire

message in word and spirit. The listener takes in the tone, the pauses, and the body

language related to the words.

5. Dynamic listening

Here, listening is a creative process in which the listener contributes to the meaning

that is being conveyed. He adds his energy to that of the speaker to generate

synergy.

6. Intuitive listening

Intuition, hunch or sixth sense is the power that is above reason. It leads to a direct

insight into the truth. For an intuitive listener, a mere hint, an undertone or a silence is

enough to read the other persons mind.

Listening Strategies

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input. Listening strategies can be classified by

how the listener processes the input.

1. Top-down strategies are listener based; the listener taps into background

knowledge of the topic, the situation or context, the type of text, and the language.

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 This background knowledge activates a set of expectations that help the listener

to interpret what is heard and anticipate what will come next. Top-down strategies

includes:

listening for the main idea

predicting

summarizing

2. Bottom-up strategies are text based; the listener relies on the language in the

message, that is, the combination of sounds, words, and grammar that creates

meaning. Bottom-up strategies includes:

listening for specific details

recognizing cognates (similarities)

recognizing word-order patterns

3. Metacognitive strategies to plan, monitor, and evaluate their listening.

They plan by deciding which listening strategies will serve best in a particular

situation.

They monitor their comprehension and the effectiveness of the selected

strategies.

They evaluate by determining whether they have achieved their listening

comprehension goals and whether the combination of listening strategies

selected was an effective one.

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 Assessment Types for Listening:

Cloze test is an exercise, test, or assessment consisting of a portion of text

with certain words removed (cloze text), where the participant is asked to

replace the missing words.

Multiple Choice Test is a form of assessment in which respondents are

asked to select the best possible answer (or answers) out of the choices from

a list. If randomly guessing an answer, there's usually a 25 percent chance of

getting it correct on a 4 answer choice question.

True or False a test requiring one to mark statements as true or false.

Ordering require users to provide an answer by selecting the correct order of

a series of items.

Self-assessment is the process of looking at oneself in order to

assess aspects that are important to one's identity. It is one of the motives that

drive self-evaluation, along with self-verification and self-enhancement.

Peer assessment is a process whereby students or their peers grade

assignments or tests based on a teacher's marks.

Matching Type consist of a column of stimuli presented on the left side of the

exam page and a column of responses placed on the right side of the page.

Note-taking is the practice of recording information captured from another

source. By taking notes, the writer records the essence of the information

freeing their mind from having to recall everything.

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Aspects of listening you are assessing:

1. Listening comprehension of meaning in texts (surface meaning explicitly stated in

texts)

2. Decoding of words/intonation patterns/ etc.

3. Comprehension of structural organization of texts (e.g. connecting words, etc.)

4. Listening as scanning

5. Listening as skimming

6. Listening for main idea

7. Listening for details.

8. Listening extensively

9. Interpreting message

10. Inferring meaning

11. Listening to a variety of input (formal, informal, transact interactional, variety of

accents, speech rates, etc.)

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 Assessing Listening Comprehension

Caterpillars Voice

Characters:

Narrator- Alanis, Priscilla Junia

Caterpillar- Queng, John Joeben

Hare- Buhay, Patricia Marie

Jackal- Cristobal, Keena

Rhinoceros- Dela Cruz, Anna Rose

Elephant- Figueras, Pamela

Frog- Tolentino, Jaymark

Teacher- Nuez, Rose ann

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TEACHER: Good afternoon class.

STUDENTS: Good afternoon Ms. Nuez.

TEACHER: Everyone take a sit.

STUDENTS: (Students will take a sit)

TEACHER: Last time we discussed about what?

STUDENT: Last time we discussed about Verb.

TEACHER: Very good. When we say verb it is what?

STUDENT: It is the action words.

TEACHER: Yes, Very good.

TEACHER: before we proceed to our lesson for today let we first have a game which

will give you a clue regarding with our lesson for today. Are you ready to play the

game?

STUDENTS: (Students will say Yes)

TEACHER: All you need to do is to follow all of my instructions. Is it clear?

STUDENTS: Yes, maam.

TEACHER: So, lets start now. Find a pen and paper.

1. Write your name at the top of the paper.

2. Write the numbers 1 to 5, one per line.

3. Draw five small circles beside #1.

4. Put an "X" in the second and fourth circles next to #1.

5. Write the word 'encyclopedia' beside #3.

6. On the back of the paper multiply 7 x 9.

7. Put an X in the lower right-hand corner of the paper.

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 8. Draw a circle around the X you just made.

9. Underline your name.

10. Say your name out loud.

11. Draw a circle around #4.

12. Count the number of words in this sentence and write the answer

beside #2 on your paper.

13. Put a square around #1 and #5.

14. Punch 3 small holes anywhere in the paper.

15. Write your first name beside #4.

16. Write today's date beside #5 on your paper.

17. Circle every letter 'E' you have written.

18. Stand up and say 'I HAVE FINISHED FIRST' if you were first, else say

'I HAVE FINISHED' out loud, and then sit down.

19. Now that you read all of the instructions, put a cross to all of them

except the first two!

If you have followed all the instructions correctly, you should only have

your name on the paper!

TEACHER: To all the students who followed my Instructions correctly, you have plus

3 in our quiz today. I used this game to test if youre listening comprehensions are

good, well some of you made it right and sad to say some are not. Today, what you

need to do is you just need to listen carefully to the story that I will read and later I will

ask you some questions regarding with the story. Now are you ready to listen? Now

let us all welcome the Group 1 for the presentation of our story today

STUDENTS: (Students will say yes)

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TEACHER: The story was entitled CATERPILLARS VOICE.

TEACHER: Again what is the title of our story?

STUDENT: Caterpillars Voice.

TEACHER: Very good. Now lets start our story.

NARRATOR: Once upon a time in Africa there was a Hare. The Hare lived in a nice

cave. Hare liked his cave very much. One day when the Hare was away, a

Caterpillar went into the Hares cave.

HARE: I think it is a nice day for a walk. Maybe I will leave my cave and go visit a

friend.

[Hare exits.]

[CATERPILLAR enters.]

CATERPILLAR: This seems like a very nice cave. This is nice. Maybe I should stay

here. Oh, my! This cave has an echo. It makes my little voice sounds big!

TEACHER: Who entered Hares cave?

STUDENT: (Student will answer the question)

TEACHER: Thank you very much, your answer is correct.

STUDENT/S: (Student/s will answer the question)

TEACHER: Thank you very much, now lets continued our story.

NARRATOR: Soon, Hare came back to his cave. He saw marks on the ground by his

cave.

[HARE enter and look around.]

HARE: What is going on here? It looks like someone is in my cave. (Calls out) who

is in my cave?

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CATERPILLAR: (in big, loud voice) I am the biggest and strongest of all the animals.

HARE: Oh dear! I am a very small animal! How am I going to get back in my cave?

NARRATOR: While Hare was trying to think of what to do, Jackal came by.

[JACKAL enters.]

HARE: Oh Jackal, please help me.

JACKAL: How do you need me to help?

HARE: There is something big and strong animal in my cave. Can you try to get it

out?

JACKAL: Sure, I can try. (Calls out) Who is in the cave of my friend, the Hare?

CATERPILLAR: (in big and loud voice) I am the biggest and strongest one of them

all.

TEACHER: Now, what do you think would happened next?

Student(s): (Student/s will make a prediction/s)

TEACHER: Lets check if your predictions are correct.

JACKAL: Oh, Hare, I do not think I can help you. It sounds like you have some huge

animals in your cave. Probably bigger than me. I must go now! Goodbye!

[JACKAL exits.]

NARRATOR: Jackal ran away. Then, Rhinoceros came by.

TEACHER: Now, what do you think would happened next?

STUDENT/S: (Student/s will make a prediction/s)

TEACHER: Lets check if your predictions are correct.

HARE: Oh Rhino, There is something big and strong animal in my cave. Can you try

to get it out?

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RHINOCEROS: Sure, nothing can scare me. (Calls out) Who is in the cave of my

friend, the Hare?

CATERPILLAR: (in big and loud voice) I am the biggest and strongest one of them

all.

TEACHER: Now, what do you think would happened next?

STUDENT/S: (Student/s will make a prediction/s)

TEACHER: Lets check if your predictions are correct.

RHINOCEROS: If he is the biggest animal. I dont think what I should do. I must go.

HARE: You said that nothing can scare you.

RHINOCEROS: Yes, nothing except with the big and loud voice in the cave. Maybe

Elephant can help you. Good bye!

[RHINOCEROS exits.]

[ELEPHANT enters.]

ELEPHANT: Did I hear you talking about me? What do you need? I can do anything.

I am the biggest and strongest animal in the forest. Nothing can beat me!

HARE: There is something in my cave. Can you help get it out?

ELEPHANT: Oh sure. Is that all? (Calls out) Hey, who is in the cave of my friend, the

Hare?

CATERPILLAR: (in big and loud voice) I am the biggest and strongest one of them

all.

TEACHER: Now, what do you think would happened next?

STUDENT/S: (Student/s will make a prediction/s)

TEACHER: Lets check if your predictions are correct

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ELEPHANT: (screaming) AH! [Elephant exits.]

NARRATOR: Elephant ran by.

HARE: NOW what I am going to do?

[FROG enters.]

FROG: Hare, what is wrong?

HARE: Oh, it is just terrible. I am trying to go inside my home, but there is something

in my cave.

FROG: Have you tried calling to the things in your cave?

HARE: Oh yes. I tried. So did Jackal, Rhinoceros, and Elephant.

FROG: What happened?

HARE: All the other animals were scared and ran away.

FROG: I know I am not as big as Elephant or as strong as Rhino. Still, can I try, too?

HARE: Please help me get that animal out of my cave!

FROG: (Calling out) whos in the cave of my friend, Hare? I am the one who is the

biggest and strongest of ALL the animals. Come outside this cave, right now!

TEACHER: What do you think would happened next?

STUDENT/S: (Student/s will make a prediction/s)

TEACHER: Lets check if your predictions are correct.

CATERPILLAR: Oh dear, what a loud voice! After all, I am just a caterpillar. I am

coming out. Please do not hurt me.

[The Caterpillar gets off the chair, crawl over to the animals, and stand up.]

HARE: What? All that time it was YOU in the cave?

[All the other animals enter.]

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JACKAL: Wow, it was only a caterpillar.

RHINOCEROS: How did such little, tiny Caterpillar has such loud voice?

CATERPILLAR: Well, when I spoke, there was a wonderful echo! It made me feel

my little voice sounds BIG!

[JACKAL, LEOPARD RHINO, and ELEPHANT all frown at the CATERPILLARS.

They look mad.]

CATERPILLAR: Um, right now I think I should move on.

[CATERPILLARS crawl off stage.]

ELEPHANT: Can you believe it? All of us were scared of those small, little

caterpillars!

ELEPHANT: All of us, that is, except one which is the FROG.

NARRATOR: Hare lived happily ever after in his cave from that day on.

TEACHER: Now who can summarize the story?

STUDENT: (Student will summarize the story)

TEACHER: Now for our quiz, kindly distribute this copy. Again for all those students
who followed my instructions correctly, you have plus 3 in our today. Now, here is the
Instructions: Arrange the following scenarios according to its order and put numbers
1-10 in the space provided.

__1. NARRATOR: Hare lived happily ever after in his cave from that day on

__2. HARE: What? All that time it was YOU in the cave?

__3. CATERPILLAR: Oh dear, what a loud voice! After all, I am just a caterpillar. I
am coming out. Please do not hurt me.

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__4. FROG: (Calling out) whos in the cave of my friend, Hare? I am the one who is
the biggest and strongest of ALL the animals. Come outside this cave, right now!

__5. JACKAL: Oh, Hare, I do not think I can help you. It sounds like you have some
huge animals in your cave. Probably bigger than me. I must go now! Goodbye!

__6. NARRATOR: Once upon a time in Africa there was a Hare. The Hare lived in a
nice cave. Hare liked his cave very much. One day when the Hare was away, a
Caterpillar went into the Hares cave.

__7. HARE: I think it is a nice day for a walk. Maybe I will leave my cave and go visit
a friend.

__8. CATERPILLAR: This seems like a very nice cave. This is nice. Maybe I should
stay here. Oh, my! This cave has an echo. It makes my little voice sounds big!

__9. HARE: What is going on here? It looks like someone is in my cave. (Calls out)
who is in my cave?

__10. HARE: Oh dear! Im a very small animal! How am I going to get back in my
cave?

Answer:

1. 10 6. 1

2. 9 7. 2

3. 8 8. 3

4. 7 9. 4

5. 6 10. 5

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References:

http://www.nclrc.org/essentials/resources.htm#listen

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&cad=rja

&uact=8&ved=0ahUKEwiLgZPp5PvJAhVnW6YKHRc-

DnAQFghQMA4&url=http%3A%2F%2Fwww.sullivanschool.co.kr%2Fkorean%2Ffiles

%2Fa_caterpillar_s_voice.doc&usg=AFQjCNG8ow4IpO2qI8kbdjYW1lEeMPRv6w&bv

m=bv.110151844,d.dGY

http://www.instructables.com/id/Origami-Trashcan/

https://www.brainbashers.com/follow.asp

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