Testing Listening Comprehension
Given the complexity of the listening construct—as described in the first of this series of articles, in which I described the listening construct—it is crucial to use listening comprehension texts that allow valid assessment of that construct. At the very least, this means that texts have the characteristics of real spoken language and are structured in such a way that they allow item writers to write items that target important comprehension skills.
The practical implications of this for test development are as follows:
Good Texts for Testing Listening
• are well recorded, clear with limited noise;
• have the linguistic characteristics of equivalent real-world texts; and
• are structured so they support good items.
The most common test items are designed to test the listeners’ comprehension. Therefore,
Good Texts for Listening Comprehension Questions
• have a main point, topic, or gist;
• have coherent connections between ideas;
• have an obvious reason for what is being said; and
• provide a clear context.
• Is the text type appropriate for the test?
• Is the language appropriate for such a test: too oral or too literate?
• Is the language at an appropriate difficulty level for the test?
• Is the topic appropriate for the test?
• Is the length appropriate for the test?
• Is specialized background knowledge necessary for full comprehension?
• Are visuals or environmental clues necessary for comprehension?
• Is the speech rate normal, with natural pauses?
• Are there natural redundancies?
• Is the vocabulary at an appropriate level?
• Are infrequent words explained, or does the context make them clear?
• Will the text support enough items?
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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