![]() ![]() ![]() Their competence in this regard, or lack of it, has much to do with their initial training and professional biases. In addition, 251 subjects with language disorders were used in the validity studies.There is currently a great deal of interest in language teachers' competence in assessing language ability. The test was standardized on 1,504 subjects that represented the 2000 National Census for race, gender, age, and educational placement. Two studies were conducted on The Listening Comprehension Test 2 - the item pool study and the standardization study. ![]() ![]() Subtest E: Understanding Messages: The student listens to a short message and answers two questions about it.Ī score of 1 or 0 is assigned to each response based on the relevancy of the response to the question and on the quality of the response regarding the intent of the message, semantics, and vocabulary.Subtest D: Vocabulary: The student gives a one-word synmnym or a descriptive definition for a word heard in a passage.The student infers answers from information presented verbally. Subtest C: Reasoning: This subtest taps into higher-level cognitive skills.Subtest B: Details: The student listens to a passage and answers a question about the details/ The student must rely on grammar, vocabulary, and the semantics of the passage to comprehend the details.The student must recall his background knowledge of the topic and process the overall meaning of the passage. Subtest A: Main Idea: The student identifies the main idea after listening to a passage read aloud by the examiner.In order to respond, the student must integrate the communication skills of vocabulary and semantics, syntax and morphology, phonology, and thinking. The student must determine what part of the message needs immediate attention, organize and understand the input, and plan appropriate responses. The test, as closely as possible, models the type of listening required in the classroom. avoid being impulsive in giving answers.remember what they hear well enough to think about it.The tasks reveal students' strengths and weaknesses in integrated language problem solving, reasoning, and comprehension of materials presented auditorily.ĭescription: Because children need the basic skill of listening (receiving, attending to, interpreting, and responding to verbal messages and other cues) in order to succeed in school and in life and because classroom listening is such an integrated process, each subtest on The Listening Comprehension Test 2 require students to: Purpose: Assesses listening through natural classroom situations rather than evaluating through simple repetition or discrimination subtests. ![]()
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