Designing Listening Tests: A Practical Approach

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1 Designing Listening Tests: A Practical Approach

2 Rita Green has spent many years at the coalface of language test development and training in a variety of international contexts; this book is the sum of this experience. This book is a fantastic resource for anyone looking to develop listening tests: a highly practical, theoretically-grounded guide for teachers and practitioners everywhere. Green covers a range of important principles and approaches; one highlight is the introduction to the textmapping approach to working with sound files. This book is highly recommended for anyone involved in the development of listening tests. Luke Harding, Senior Lecturer, Lancaster University, UK

3 Designing Listening Tests: A Practical Approach Rita Green

4 Rita Green UK ISBN DOI / ISBN (ebook) Library of Congress Control Number: The Editor(s) (if applicable) and The Author(s) 2017 The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in accordance with the Copyright, Designs and Patents Act This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Macmillan Publishers Ltd. The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United Kingdom

5 Preface Who is this book for? This book is primarily aimed at teachers who would like to develop listening tests for their students but who have little, if any, training in the field of assessment. It is also designed for test developers who have some experience of assessing the listening ability of test takers, but who would like a practical reference book to remind them of the procedures they should follow, and of the many do s and dont s that litter the field of task development. Those who are engaged in MA studies, or other types of research, should also find Developing Listening Tests (DLT) of interest as the book raises many issues which would benefit from further investigation. DLT offers a systematic approach to the development of listening tasks, starting with a discussion of what listening involves, and the importance of drawing up test specifications. It also explores how to exploit sound files and investigates a range of issues related to task development. The book concludes with a look at the benefits of trialling and data analysis, and how to report test scores and set pass marks. Not everyone reading this book will be able to carry out all of these recommended stages. In many cases, even where test developers would like to do this, the demands and limitations of their assessment contexts make some stages very difficult to achieve. What is of importance is to attempt to do as many as possible. v

6 vi Preface The organisation of this book Each chapter focuses on one major aspect of the task development cycle. Chapter 1 starts with an overview of the issues which a test developer needs to consider when developing a listening test. These include looking at the processes which are involved in real-life listening, how the spoken and written forms of the language differ and what makes listening difficult. The chapter ends with a discussion on why listening is important and introduces the reader to the task development cycle. Chapter 2 discusses the role that test specifications play in assisting the test developer to define the construct underlying the test, and to describe the conditions under which the test taker s performance will be measured. Chapter 3 introduces the reader to a procedure called textmapping which helps test developers to determine the appropriateness of the sound files they would like to use in their task development work and explores how those sound files can be exploited. Chapter 4 focuses on task development, investigates many of the decisions that need to be made at this stage, and provides a set of item writing guidelines to help in this process. The chapter also discusses the role of peer review in task development and provides an outline of how this feedback could work. Chapter 5 consists of a range of sample listening tasks taken from a number of different testing projects. Each task is discussed in turn providing insights into the listening behaviour, the sound file and the task. Links to the sound files are also provided. Chapter 6 focuses on the benefits to be gained from trialling the listening tasks and carrying out data analysis. Chapter 7 explores the different ways test scores can be reported and how pass marks (or cut scores) can be calculated. Readers are provided with insights into how a standard setting session can be run and the importance of producing a post-test report is discussed. Good luck with the book and the task development process! Rita Green UK

7 Acknowledgements I would like to start by thanking my colleagues and friends for their feedback on previous versions of these chapters. A special mention goes to Karmen Pižorn, Irene Thelen-Schaefer, Caroline Shackleton, David Gardner, Heidi Ford-Schmidt and Astrid Dansoko. I would also like to express my thanks to the following people and organisations who have provided me with copyright permission to include the tasks and/or sound files used in this book: Graham Hyatt, Länderverbundprojekt VerA6, Germany; Julia Grossmann & Linnet Souchon; Walter Indra; The BundesInstitut, Zentrum für Innovation und Quälitatsentwicklung (Bifie), Austria; The Institut zur Qualitätsentwicklung im Bildungswesen (IQB), Humboldt-Universität zu Berlin, Germany; Devawongse Varopakarn Institute of Foreign Affairs (DVIFA), Ministry of Foreign Affairs, Thailand; Paul Vogel; The Department of Foreign Affairs and Trade (DFAT), Australian Government; ipod traveller: Star Radio, Cambridge, UK; Nathan Turner, Centro de Lenguas Modernas, Granada University, Spain; and Luke Harding, Lancaster University, UK. Reprint of SPSS screen images courtesy of International Business Machines Corporation, SPSS, Inc., an IBM Company. vii

8 Contents 1 What is involved in assessing listening? What the listening process involves How listening differs between contexts and listeners How listening input varies How the spoken and written forms of the language differ What makes listening difficult? Nature of listening No permanent record Lack of real gaps Lack of redundancy Complexity of processing Multi-tasking Controlled versus automatic processing Input Content Topic Sound quality Mode of delivery Task Listening environment 17 ix

9 x Contents Speaker characteristics Speed of delivery Number and type of voices Listeners characteristics Why is assessing listening important? Summary Task development cycle 21 2 How can test specifications help? What are test specifications? Purpose of the test Target test population The construct Performance conditions Input Source Authenticity Quality Level of difficulty Topics Discourse type Nature of content Number of sound files needed Length of sound files Mode of delivery Number of times heard Speaker characteristics Task Instructions and the example Test method Number of items Number of tasks Criteria of assessment Why do we need test specifications? Summary 51

10 Contents xi 3 How do we exploit sound files? Identifying the potential use of a sound file A procedure for exploiting sound files: Textmapping Textmapping for gist Defining the listening behaviour Checking for consensus The Gist textmap table Summary of the gist textmapping procedure Textmapping multiple gist files Textmapping for specific information and important details (SIID) Defining the listening behaviour Checking for consensus The SIID textmap table Summary of the SIID textmapping procedure Textmapping longer SIID sound files Textmapping multiple SIID sound files Textmapping for main ideas and supporting details (MISD) Defining the listening behaviour Checking for consensus The MISD textmap table Summary of the MISD textmapping procedure Re-textmapping Useful by-products Summary 83 4 How do we develop a listening task? Task identifier (TI) Task instructions Task issues Test method Multiple matching (MM) Short answer questions (SAQ) Multiple choice questions (MCQ) 94

11 xii Contents Other test methods Number of times heard Number of items needed Task layout Mode of delivery Integrated listening tasks Grading issues Guidelines for developing listening items Sound file Task instructions Item/task development General issues Test method General issues Short answer questions (SAQ) Multiple matching (MM) Multiple choice questions (MCQ) Layout issues Peer review and revision Peer review Revision Summary What makes a good listening task? 115 Introduction 115 Part 1: Multiple matching tasks Task 1: Reading habits (MM) Sound file Task Listening behaviour Suitability of test method Layout Task 2: School class (MM) 118

12 Contents xiii Sound file Task Listening behaviour Suitability of test method Layout Task 3: A diplomat speaks (MM) Sound file Task Listening behaviour Suitability of test method Layout 126 Part 2: Short answer tasks Task 4: Winter holidays (SAQ) Sound file Task Listening behaviour Suitability of test method Layout Task 5: Message (SAQ) Sound file Task Listening behaviour Suitability of test method Layout Task 6: Oxfam Walk (SAQ) Sound file Task Listening behaviour Suitability of test method Layout 133 Part 3: Multiple choice tasks Task 7: Hospital (MCQ) Sound file Task 134

13 xiv Contents Listening behaviour Suitability of test method Layout Task 8: Tourism in Paris Sound file Task Listening behaviour Suitability of test method Layout Summary Keys to the sample tasks How do we know if the listening task works? 145 Introduction Why do we trial? Task instructions Amount of time allocated Different test methods Task key Task bias Sample tasks/benchmark performances Tasks for standard setting Test administration guidelines Feedback questionnaires Feedback to stakeholders Test specifications Summary How do we trial? The test population Trial dates Size of the trial population Test booklet preparation Administration and security issues Marking 158

14 Contents xv 6.3 Trial results Why carry out a data analysis? How do we carry out a data analysis? Stage 1: Frequencies 162 Summary Stage 2: Discrimination 166 Summary Stage 3: Internal consistency (reliability) 168 Summary Overall task difficulty Drop, revise or bank? Conclusions How do we report scores and set pass marks? Reporting test scores Separate skills or all skills? Weighting of different skills Method of reporting used Norm-referenced approach Criterion-referenced approach Pass marks Standard setting What is standard setting? Why do we standard set? Who is involved in standard setting? Before standard setting During standard setting Importance of judge selection Training of judges Selecting a standard setting method Role of statistics in standard setting Standard setting procedure Confirming item and task difficulty levels 194

15 xvi Contents 7.3 Stakeholder meetings Sample tasks and test website Post-test reports Post-test item analysis Recommendations 199 Final thoughts 199 DLT Bibliography 203 Index 205

16 Acronyms CAID CEFR CITC EFL ICAO IELTS MCQ MISD MM SAQ SEM SEQ SIID SHAPE SLP STANAG TI Cronbach s Alpha if Item Deleted Common European Framework of References Corrected Item Total Correlation English as a Foreign Language International Civil Aviation Organization International English Language Testing System Multiple choice questions Main ideas and supporting details Multiple matching Short answer questions Standard error of measurement Sequencing Specific information and important details Supreme Headquarters Allied Powers Europe Standardized Language Profile Standardised Agreement Task identifier xvii

17 List of figures Fig. 1.1 Extract from lecture 12 Fig. 1.2 Task development cycle 21 Fig. 2.1 CEFR B2 descriptors 31 Fig. 2.2 STANAG Level 1 descriptors 32 Fig. 2.3 ICAO Level 3 descriptors 32 Fig. 2.4 General listening focus 33 Fig. 2.5 Talking points 36 Fig. 2.6 Test specifications template 51 Fig. 3.1 Instructions for gist textmapping 61 Fig. 3.2 Gist textmapping results 62 Fig. 3.3 Highlighted communalities (gist) 63 Fig. 3.4 Communalities (gist) 63 Fig. 3.5 Gist textmap table 65 Fig. 3.6 Gist textmapping procedure 66 Fig. 3.7 Different types of SIID 69 Fig. 3.8 SIID textmapping results 71 Fig. 3.9 SIID: Textmap Table 1 72 Fig SIID: Textmap Table 2 73 Fig SIID textmapping procedure 74 Fig Main ideas, supporting details and SIID 77 Fig MISD Textmap Table 79 Fig MISD textmapping procedure 80 Fig. 4.1 Task identifier 86 xix

18 xx List of figures Fig. 5.1 Jane s reading habits (MM) 117 Fig. 5.2 School class (MM) 119 Fig. 5.3 A diplomat speaks (MM) 123 Fig. 5.4 Winter holidays (SAQ) 127 Fig. 5.5 Message (SAQ) 129 Fig. 5.6 Oxfam Walk (SAQ) 131 Fig. 5.7 Hospital (MCQ) 134 Fig. 5.8 Tourism in Paris (MCQ) 136 Fig. 6.1 Feedback questionnaire: Example Fig. 6.2 Feedback questionnaire: Example Fig. 6.3 Frequencies on Q1 162 Fig. 6.4 Frequencies on Q2-Q4 164 Fig. 6.5 Frequencies on Q5-Q8 165 Fig. 6.6 Popham (2000) Discrimination levels 167 Fig. 6.7 Discrimination indices 167 Fig. 6.8 Reliability statistics 170 Fig. 6.9 Overall task difficulty 171 Fig. 7.1 Extract from CEFR familiarisation exercise (listening) 189 Fig. 7.2 Website materials 196

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