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Listening Standards

In Spring 2014, we began to discuss a more formal continuum of listening and expectations at every level.  In February, we built collaboratively a continuum that is much more detailed and encompassing than our 2013 attempt.  These standards are still flexible as we move to the assessment stages  of our PLC and consider how to evaluate what students really need and learn at each level.

Beginning 1

Beginning 2

Beginning 3

Intermediate 1

Intermediate 2

Intermediate 3

Demonstrate   comprehension of high frequency words used in simple learned social exchanges   in everyday situations. Demonstrate   comprehension of high frequency words and phrases used in learned social   exchanges on a variety of topics. Comprehend   and engage in simple social, occupational and academic exchanges. Comprehend   and engage in extended social, occupational and academic exchanges with   detail. Comprehend   and engage in extended social, occupational and academic exchanges with more   detail and expression. Comprehend   and engage in extended social, occupational and academic exchanges with more   detail and expression.
Distinguish   high frequency words, phrases and short sentences with simple tenses. Demonstrate   understanding of discourse including idiomatic expressions and phrasal verbs   using complex tenses. Demonstrate   understanding of discourse including idiomatic expressions and phrasal   verbs/parts of speech. Demonstrate   understanding of discourse including idiomatic expressions and phrasal   verbs/parts of speech.
Demonstrate   understanding, draw conclusions and make generalizations of short, simple   oral reports in familiar and some unfamiliar contexts. Demonstrate   understanding, draw conclusions and make generalizations of complex oral   reports in familiar and some unfamiliar contexts.

The team came up with the following listening standards that they assessed in spring 2013.  These standards came from an “unwrapping” process to get to a “power standard” that could be an SLO.  These standards came independent of the ESL Department at Santa Ana College School of Continuing Education and in no way are binding or official.  They verbiage was for practical use and we did not attempt to make everything uniform:

Level Standards
Beginning 1 By the end of the semester, our students will be able to understand and respond to simple spoken directions  (in classroom settings, in community and emergency situations, etc.)
Beginning 2 Students will listen to and be able to   respond to a sequence of commands or directions.
Beginning 3 The standard we identified was following oral directions as they relate to class activities.
Intermediate 1 1.    Students should be able to listen and respond appropriately to simple questions and statements.
2.    Students should be able to listen and respond appropriately to taped   (recorded) messages (announcements, menus, etc.).
Intermediate 2 Continue to detect attitude, mood, or feelings of speakers (listening for positive or negative responses.”
Intermediate 3 Having students develop the capability of identifying and using informed choices, resulting in their making   independently confident decisions.

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