A Study of High School English Listening Assessment Items Based on a Discriminant Analysis
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The purpose of this study is to investigate what types of listening assessment items take an important role in identifying high school student’s English listening ability, and to explore teacher’s considerations about designing and modifying the types of items. 187 high school students participated in this research and took an English listening test made up of twenty multiple-choice items. Each student’s score was unpacked by discriminant analysis, and it was investigated what types of items made a difference when the students were classified into three English listening levels; high, intermediate or low. Two types that had a key role on distinguishing high level listeners from the others were “to identify the other person's response” and “to infer what one asks the other.” In contrast, low level listeners responded appropriately to such types as “to find out main idea of a dialogue” and “to guess character’s following response after a dialogue.” Based on the findings from this research, the English teacher can identify a high or low level listener easily and correctly based on the above four types of listening test items. In addition, the English teacher should ensure the validity and reliability of the items, and modify them properly considering a student’s cognitive and affective development, listening strategies and learning motivation in order to construct the effective listening assessment system.
Abstract
The purpose of this study is to investigate what types of listening assessment items take an important role in identifying high school student’s English listening ability, and to explore teacher’s considerations about designing and modifying the types of items. 187 high school students participated in this research and took an English listening test made up of twenty multiple-choice items. Each student’s score was unpacked by discriminant analysis, and it was investigated what types of items made a difference when the students were classified into three English listening levels; high, intermediate or low. Two types that had a key role on distinguishing high level listeners from the others were “to identify the other person's response” and “to infer what one asks the other.” In contrast, low level listeners responded appropriately to such types as “to find out main idea of a dialogue” and “to guess character’s following response after a dialogue.” Based on the findings from this research, the English teacher can identify a high or low level listener easily and correctly based on the above four types of listening test items. In addition, the English teacher should ensure the validity and reliability of the items, and modify them properly considering a student’s cognitive and affective development, listening strategies and learning motivation in order to construct the effective listening assessment system.
참고문헌 (29)
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