Tag Archives: authentic assessment

Authentic Listening Tasks

There are many different ways in which a teacher can assess the listening skills of their students. Recognition, paraphrasing, cloze tasks, transfer, etc. are all ways to determine a student’s listening proficiency.

One criticism of the task above is that they are primarily inauthentic. This means that they do not strongly reflect something that happens in the real world.

In response to this, several authentic listening assessments have been developed over the years. These authentic listening assessments include the following.

  • Editing
  • Note-taking
  • Retelling
  • Interpretation

This post will each of the authentic listening assessments listed above.


An editing task that involves listening involves the student receiving reading material. The student reviews the reading material and then listens to a recording of someone reading aloud the same material. The student then marks the hard copy they have when there are differences between the reading and what the recording is saying.

Such an assessment requires the student to carefully for discrepancies between the reading material and the recording. This requires strong reading abilities and phonological knowledge.


For those who are developing language skills for academic reasons. Note-taking is a highly authentic form of assessment. In this approach, the students listen to some type of lecture and attempt to write down what they believe is important from the lecture.

The students are then assessed by on some sort of rubric/criteria developed by the teacher. As such, marking note-taking can be highly subjective. However, the authenticity of note-taking can make it a valuable learning experience even if providing a grade is difficult.


How retelling works should be somewhat obvious. The student listens to some form of talk. After listening, the student needs to retell or summarize what they heard.

Assessing the accuracy of the retelling has the same challenges as the note-taking assessment. However, it may be better to use retelling to encourage learning rather than provide evidence of the mastery of a skill.


Interpretation involves the students listening to some sort of input. After listening, the student then needs to infer the meaning of what they heard. The input can be a song, poem, news report, etc.

For example, if the student listens to a song they may be asked to explain why the singer was happy or sad depending on the context of the song. Naturally, they cannot hope to answer such a question unless they understood what they were listening too.


Listening does not need to be artificial. There are several ways to make learning task authentic. The examples in this post are just some of the potential ways


Portfolio Assessment

One type of assessment that has been popular a long time is the portfolio. A portfolio is usually a collection of student work over a period of time. There are five common steps to developing student portfolios. These steps are

  1. Determine the purpose of the portfolio.
  2. Identify evidence of skill mastery to be in the portfolio.
  3. Decide who will develop the portfolio.
  4. Pick evidence to place in portfolio
  5. Create portfolio rubric

1. Determine the Purpose of the Portfolio

The student needs to understand the point of the portfolio experience. This helps in creating relevance for the student as well as enhancing the authenticity of the experience. Common reasons for developing portfolios includes the following…

  • assessing progress
  • assigning grade
  • communicating with parents

2. Identify Evidence of Skill Mastery

The teacher and the students need to determine what skills will the portfolio provide evidence for. Common skills that portfolios provide evidence for are the following

  • Complex thinking processes-The use of information such as essays
  • Products-Development of drawings, graphs, songs,
  • Social skills-Evidence of group work

3. Who will Develop the Portfolio

This step has to do with deciding on who will set the course for the overall development of the portfolio. At times, it is the student who has complete authority to determine what to include in a portfolio. At other times, it is the student and the teacher working together. Sometimes, even parents provide input into this process.

4. Pick the Evidence for the Portfolio

The evidence provide must support the skills mention in step two. Depending on who has the power to select evidence, they still may need support in determining if the evidence they selected is appropriate. Regardless, of the requirement, the student needs a sense of ownership in the portfolio.

5. Develop Portfolio Rubric

The teacher needs to develop a rubric for the purpose of grading the student. The teacher needs to explain what they want to see as well as what the various degrees of quality are.


Portfolios are a useful tool for helping students in assessing their own work. Such a project helps in developing a deeper understanding of what is happening in the classroom. Teachers need to determine for themselves when portfolios are appropriate for their students.