Student-centred and relevant, giving an immediate picture of how students are achieving and progressing against the curriculum. Teachers choose appropriate tests for students well above or well below - these students do not need to sit the year level test. Multiple tests reflect expected progress through the curriculum. For full information you can download the PAT: Listening Comprehension information brochure. Placed alongside PAT:Reading Comprehension, it will give teachers a better understanding of their students’ thinking about texts. As with PAT: Reading Comprehension (2008), the large majority of questions require students to infer as opposed to simply recall information. It also tests their understanding of the patterns of stress and intonation in language, known as prosodic features. The test includes content which assesses a student’s ability to understand that more than one meaning can be made of a piece of text. Because the student is listening rather than reading, their response provides information about meaning making that is independent of their ability to decode text. It uses short stories, extracts from novels, poems and nonfiction items. It is also suggested that if students do understand more of the videotaped version, they will feel greater success and incentive for developing their language skills.The test for Years 3-10 assesses a student's comprehension of texts read to them. The test's ability to discriminate was about equal for audio- and videotapes, but teachers are cautioned to use discrimination indices only when using tests to rank students rather than when assessing progress. Followup interviews indicated that students seeing the videotape may have had more interest and greater motivation to pay attention than those hearing the sound only. It is theorized that this occurred because the videotape provided more stimuli contributing to redundancy. The statistically analyzed results indicated that students in the first- and second-year courses who saw the videotapes performed significantly better than those hearing the audio portion only. The comprehension test consisted of 60 multiple-choice completion items in English. Twenty-seven dialogs, each containing items of varying degrees of difficulty and each less than one minute long, were videotaped for one group and the soundtrack was dubbed onto audiotape for the other group. A study to determine whether college students in first-, second-, and third-year Spanish courses who saw and heard dialogs between native speakers would score significantly higher on a listening comprehension test than those who only heard the dialogs had as its subjects 178 students randomly divided into two treatment groups.
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