Task-Based Listening Assessment and the Influence of Construct-Irrelevant Variance

Abstract

Task-based listening tests such as IELTS require testees to listen to some information on a CD and simultaneously answer the related items. To answer such items, testees are expected to comprehend, analyze, compare and infer pieces of information while listening to the incoming audio material. The present research attempted to investigate whether the two major characteristics of question type and consecutive/simultaneous performance have any impact on the listening performance of Iranian EFL learners. Findings indicated that participants had a significantly better performance when they tackled the tasks consecutively, and performed even better in listening MC items rather than in listening task-based items. The researchers, thus, concluded that task-based listening tests such as IELTS listening module may be under the influence of construct-irrelevant variance.

Keywords

• Listening Task-Based Assessment
• Test Method
• Consecutive Performance
• Simultaneous Performance
• Construct-Irrelevant Variance