The ministry of higher and secondary education of the republic of uzbekistan pedagogical institute of karshi state university

Appropriate Response to a question
Responsive listening is another task used in listening assessments. This task is 
more authentic and more than likely used in an everyday setting inside or outside 

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the classroom. It allows students to perform in a normal everyday English setting as 
well as teaches them functional tasks (i.e. asking for directions). Responsive 
listening can have specific questions or open-ended questions. Student’s responses 
are measured on how accurate they answered the question. Students can speak and 
write the response with the responsive tasks that are open –ended. The example 
assessment I included for responsive listening is a question-answer format. This is a 
lower-end listening activity and can be used for intermediate levels and up. A 
question-and-answer format can provide some interactivity in these lower-end 
listening tasks. The test-taker’s response is the appropriate answer to a question.
This type of assessment focuses on the students’ ability to understand what is 
being said by responding to a question that has been asked. 
Students hear: (Can you help me, please?) 
Students respond or choose from 4 choices, the correct one must be verbally 
given: (yes, I can.) 
Students hear: (What time is it?) 
Students respond: (It is time for me to go home.) 
Selective 1 
Listening/ Selective (1) 
 Listening Cloze
The third aspect of listening, selective listening is when a student listens to a 
piece of information and must discern specific information. A Listening Cloze task 
is a popular assessment that requires the student to listen to a story, monologue, or 
conversation. Students see a transcript of the passage they are listening to and must 
fill in the missing information (deleted words or phrases). Students must filter out 
information that is irrelevant and retain the relevant information. Listening cloze 
tasks may focus on grammatical categories such as verb tenses, articles, 
prepositions, etc. Listening cloze tasks (sometimes called cloze dictations or partial 
dictations) require the test-taker to listen to a story, monologue, or conversation and 
simultaneously read the written text in which selected words or phrases have been 
deleted. Cloze procedure is most commonly associated with reading only. In its 

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generic form, the test consists of a passage in which every nth word (typically every 
seventh word) is deleted and the test-taker is asked to supply an appropriate word. 
In a listening cloze task, test-takers see a transcript of the passage they are listening 
to and fill in the blanks with the words or phrases that they hear. One potential 
weakness of listening cloze techniques is that they may simply become reading 
comprehension tasks. Test-takers who are asked to listen to a story with periodic 
deletions in the written version may not need to listen at all yet may still be able to 
respond with the appropriate word or phrase. You can guard against this eventuality 
if the blanks are items with high information load that cannot be easily predicted 
simply by reading the passage. In the example below, such a shortcoming was 
avoided by focusing only on the criterion of numbers. Test-takers hear an 
announcement from an airline agent and see the transcript with the underlined words 
deleted. 
This form of listening assessment assesses students’ ability to identify key 
vocabulary from within a brief monologue. 
Example: 
Students hear a dialogue and input the missing key words: 
Minsu: What time is it, mom? 
Minsu’s mom: It is ________________. 
Minsu: What _____________ is it? 
Minsu’s mom: It’s eight. 
Minsu’s mom: Oh, no. It’s ______________. 
Minsu: Nine. _________? 
Minsu: Oh __________! I am late! 
Selective 2