Sometimes we, as teachers, just
care about the students performance in an specific skill, but not take into
account that the performance of the four skills are very important in order to
assess a competence. So, what happens with listening is that every so often
teachers just focus on the performance of it but not in the whole competence of
their students.
Another thing is that as I said
before teachers frequently prepared test to evaluate each skill separately and
they trust in the result they got. The thing is that each test cannot give
professors the security that the students learn everything correctly. So, what
we have to in order to assess the competence in to triangulate the results of
the tests.
In addition to that Brown (2000),
suggest some ways in which teachers can assess speaking as a whole and gives us
some tasks:
·
Note-taking (listening-writing)
·
Editing(listening-writing)
·
Interpretative tasks(listening-speaking)
·
Retelling (listening-speaking)
As a conclusion, what is
important in assessing listening is to take it into account as a whole, not
just as a performance. And also as teachers we have the obligation to design a
test that guarantees the students that all their process will be seen as a
competence and not just as an evaluated skill.
