The Ministry of Higher and secondary education of the Republic of Uzbekistan pedagogical institute of karshi state university

Responsive 2

Assessment Title: Listening/ Responsive (2)

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 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 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!