Proposal Title

Develop Dynamic Assessment for Improving Student Interpretive Listening

Proposal Abstract

This presentation discusses the presenter’s on-going classroom action research on developing dynamic performance assessment that focuses on assess-assist student performance in interpretive listening.

The presentation is around three topics: 1) Conduction of the action research. The research topic is what the difficulties of students in interpretive listening comprehension, and data collected through student performance in listening tests, observations of interpretive-listening class and student metacognition in teacher-student interviews. 2) Results of the research. The research revealed factors in the field of L2 language forms, contexts as well as learners’ L1 thinking skills and back ground knowledge, that contribute to learners’ fails in interpretive listening. 3) Discussion of the results. The results are discussed with the theoretical principals discussed in current SLA research on teaching communicational proficiency, for validity of the results comparing that from more research on the field, and also, the results of using the research results to help improving student interpretive listening in classroom.

It is expected this presentation of a classroom teacher’s action research on dynamic assessment of interpretive listening may elicit audience’s active responsive discussion from their experience of classroom teaching or research on classroom assessments on interpretive listening field.

Location

Room 1220 A

Publication Type and Release Option

Presentation (Open Access)

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Mar 25th, 11:00 AM Mar 25th, 11:45 AM

Develop Dynamic Assessment for Improving Student Interpretive Listening

Room 1220 A

This presentation discusses the presenter’s on-going classroom action research on developing dynamic performance assessment that focuses on assess-assist student performance in interpretive listening.

The presentation is around three topics: 1) Conduction of the action research. The research topic is what the difficulties of students in interpretive listening comprehension, and data collected through student performance in listening tests, observations of interpretive-listening class and student metacognition in teacher-student interviews. 2) Results of the research. The research revealed factors in the field of L2 language forms, contexts as well as learners’ L1 thinking skills and back ground knowledge, that contribute to learners’ fails in interpretive listening. 3) Discussion of the results. The results are discussed with the theoretical principals discussed in current SLA research on teaching communicational proficiency, for validity of the results comparing that from more research on the field, and also, the results of using the research results to help improving student interpretive listening in classroom.

It is expected this presentation of a classroom teacher’s action research on dynamic assessment of interpretive listening may elicit audience’s active responsive discussion from their experience of classroom teaching or research on classroom assessments on interpretive listening field.