Listening is one of the four communication activities that comprise an individual's ability to communicate. They serve as the foundation for communicating, forming, and maintaining relationships, so their development has a significant impact on an individual's life. All of these activities are given attention in primary school and are gradually and systematically developed on the basis of the Learning Plan (Primary School Program, 2018). Pupils are exposed to various types of listening in all subjects, and we have concentrated on developing listening skills in Slovenian language classes. After accepting various spoken monolingual and bilingual texts, the listener's comprehension, experience, and critical evaluation are evaluated. In the master's thesis, we investigated the field of evaluation and assessment of listening with comprehension in Slovene at the class level.
In the theoretical section, we defined listening, presented different types of listening, and then focused on the factors of listening in school as well as the goals and standards of teaching Slovenian related to this communication activity. In the final section, we defined knowledge evaluation and assessment, their types, and the characteristics and forms of tasks that are most commonly included in knowledge tests.
In the empirical section, we used a combination of quantitative and qualitative research methods. With an online survey of 60 classroom teachers, we wanted to know if teachers evaluate and assess listening with comprehension, as well as how frequently and in what ways they do so. In the second section of the research, we collected 10 examples of knowledge tests that assess listening with comprehension for class-level pupils and analysed them in terms of content and form.
According to the survey results, most teachers at the class level evaluate or assess listening with comprehension in Slovenian language classes. Most teachers conduct evaluations several times a year and assessments once a year. There are no statistical differences in the frequency of evaluating and assessing listening with comprehension between teachers based on the class in which they teach and the teaching period. The majority of the evaluation or assessment is done orally, but if the evaluation is conducted in writing, the entire knowledge test is designed for listening with comprehension. The majority of teachers prepare the assignments themselves or together with their active colleagues, while others look for them in other materials. Most teachers did not evaluate or assess pupils' listening comprehension during distance learning.
The results of the knowledge test analysis revealed that, to a greater extent, teachers use non-fiction texts that are aligned with the Slovene curriculum to evaluate or assess listening comprehension. The majority of tasks are of the short-answer and multiple-choice variety, and they are used primarily to assess pupils' basic level of knowledge.
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