Issues Related to Assessing Listening Ability [electronic resource] / Nancy A. Mead.
The National Assessment of Educational Progress (NAEP) and the Speech Communication Association (SCA) initiated a pilot study to test the feasibility of assessing speaking and listening skills. A pool of 56 items was developed and then field tested at four sites which represented a variety of nation...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1978.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED155759 | ||
| 100 | 1 | |a Mead, Nancy A. | |
| 245 | 1 | 0 | |a Issues Related to Assessing Listening Ability |h [electronic resource] / |c Nancy A. Mead. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1978. | ||
| 300 | |a 18 p. | ||
| 500 | |a ERIC Document Number: ED155759. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 1978). |5 ericd. | ||
| 520 | |a The National Assessment of Educational Progress (NAEP) and the Speech Communication Association (SCA) initiated a pilot study to test the feasibility of assessing speaking and listening skills. A pool of 56 items was developed and then field tested at four sites which represented a variety of national regions, of size and type of cities, and of racial and ethnic populations. There were significant differences between the responses of minority and nonminority students. A panel of speech communication experts hypothesized that minority students might have less specialized vocabulary knowledge, a lower tolerance for long materials perceived as boring, and less experience listening to the accents and speaking rates of white speakers. The results of the NAEP/SCA project suggest a clear need for further development and research in this area. In addition, three guidelines were developed for researchers in the area of listening ability: (1) focus on skills that are unique and central to listening, (2) use short, interesting listening stimuli, and (3) consider extraneous factors which might contribute to item bias; these suggestions are intended to aid researchers rather than act as a definitive guide. (JF) Primary type of information provided by report: Procedures (Feasibility Study) | ||
| 650 | 0 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 0 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 1 | 7 | |a Language Laboratories. |2 ericd. |
| 650 | 0 | 7 | |a Language Skills. |2 ericd. |
| 650 | 1 | 7 | |a Learning Laboratories. |2 ericd. |
| 650 | 1 | 7 | |a Listening. |2 ericd. |
| 650 | 0 | 7 | |a Listening Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Listening Comprehension Tests. |2 ericd. |
| 650 | 1 | 7 | |a Listening Skills. |2 ericd. |
| 650 | 0 | 7 | |a Research Needs. |2 ericd. |
| 650 | 1 | 7 | |a Research Projects. |2 ericd. |
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