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

Description: Listening/ Intensive (2)
Paraphrase Recognition

The next step up on the scale of listening comprehension microskills is words, phrases, and sentences, which are frequently assessed by providing a stimulus sentence and asking the test-taker to choose the correct paraphrase from a number of choices.

Paraphrase recognition is a type of listening task that assesses the student’s ability to listen to a short stretch of language and paraphrase it. This intensive listening task helps students understand the degrees of the English language and develops their ability to gather and understand information. This assessment task addresses listening comprehension micro-skills. Students listen to words, phrases, and sentences then are asked to choose the correct paraphrase from a number of choices.
This type of assessment focuses on students’ ability to paraphrase the short sentences they hear.

• 
  Students hear: He can’t play baseball because his head hurts and he has a running nose.
  
• 
  Students paraphrase: He can’t play because he is sick.
  
• 
  Students hear: Baseball is fun because you get to run. Basketball is fun because you

  can shoot the ball. Soccer is fun because you can run around.

  
  
• 
  Students paraphrase: He likes sports.
  

Responsive 1

Assessment Title: Listening/ Responsive (1)

Open-ended Response
Responsive listening can be assessed in more than one manner. A less practical manner but possibly more authentic (depending on the format of question) is open-ended response questions. Students will be asked a question such as “How much time did it take to do your homework” and test-takers will write or speak their response. This format is to encourage full meaningful answers that the individual knows or feels. These question reflects the test-takers knowledge and require the skills of listening and speaking (also writing if applicable). If open-ended response formats gain a small amount of authenticity and creativity, they of course suffer some in their practicality, as teachers must then read students’ responses and judge their appropriateness, which takes time.
This type of assessment requires students to answer by using vocabulary stored in their lexicon.

Example:
Students hear: (How is the weather?) (Students respond: It’s cloudy.)