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-Assessment is more authentic and provides more wash-back when skills are integrated.
-When you propose to assess someone’s ability in once or a combination of the four skills, you assess that person’s
competence, but you observe the person’s performance. Sometimes the performance doesn’t indicate true
competence, because any distraction that could be in the classroom, or an emotional distraction. So, one important
principle for assessing a learner’s competence is to consider the fallibility of the results of a single performance, such as
that produced in a test. As a teacher, the obligation is to triangulate the measurements: Consider at least two or more
performances and/or contexts before drawing a conclusion. The importance of listening is paramount because as
Brown put it, “one’s oral production ability is only as good as one’s listening comprehension ability.”
From those stages derive the types of listening performance, which are Intensive, Responsive, Selective and Extensive
1. Intensive: Listening for perception of components. Recognizing phonological and morphological elements.
2. Responsive: Listening to a relatively short stretch of language in order to make an equally short response
(appropriate respond to a question)
3. Selective: Listening to develop a bottom-up. Scanning certain information in order to assign a global meaning
or specific meaning.
4. Extensive: Listening to develop a top-down, global understanding of spoken language. Listening for the essence,
for the main idea and making inferences are part of extensive listening.
Selective Listening: Learner must discern some specific information. Listening cloze tasks deals with that student have to
listen to a story, a monologue or a conversation and simultaneously read written text in which
selected words have been deleted. Information transferring to a visual representation. Sentence
repetition in which you can evaluate the intonation.
Extensive Listening: Dictation. Communicative Stimulus-Response task (multiple choice comprehension items), authentic
listening tasks.
Summary
The assessment of listening or speaking, reading and writing of a student involves the assessment of their
competence, but what we observe is the performance. Performance is not always a true indication of a person’s
competence, and observing listening and reading can be as Brown would say, seeing the wind blowing. The
importance of listening is paramount because as Brown put it, “one’s oral production ability is only as good as one’s
listening comprehension ability.” Brown goes on to discuss the stages of listening which we can then derive the types
of listening, which are Intensive, Responsive, Selective and Extensive. Richard synthesizes the stages and types of
listening into 17 different micro and macro-skills which provide objectives for test makers to assess listening. With
objective in hand test makers can now begin the work of designing assessment tasks for the different types of
listening. Phonological and morphological elements of language are a typical form of intensive listening, followed by
paraphrasing recognition which both deals with the micro-skill objectives. To assess the responsive listening a
question-and-answer format provides the interactivity required. The third type of listening performance is selective
listening which can be assessed through a listening cloze task or an information transfer task. The forth type of
listening performance, extensive listening which the division between selective and extensive tasks are less clear as
we move along the micro macro continuum can be assess through dictations, communicative stimulus-response tasks
and authentic listening tasks.