Shadowing Practice: Peer Assessment PART 3 Actual IELTS listening test - Learn English Speaking with Video

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Now listen carefully and answer questions 21 to 24.
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I can't believe you're still in the library, Sally.
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You've been here all day.
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Are you still working on your peer assessment project?
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Hi, Steve.
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Yes, I'm still here and I'm nowhere near finished.
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I'm still processing the reading I've done on peer assessment.
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I'm interested to see if students marking each other's work is beneficial.
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I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance.
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They think the tutors are in favour of it because they don't have to spend so long marking.
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But I disagree.
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I think we can learn a great deal from it.
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Yes, I can see one advantage being that it saves time spent going over things in class.
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Well, initially it doesn't seem to work that way, and it can be quite a time-consuming business,
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because sometimes things have to be marked again if the tutor thinks the students' assessments aren't reliable.
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The real gain is the fact that the students learn to stand back and assess their own assignments objectively, because they're much more familiar with the marking system.
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Yes, I can see that.
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It gives them an opportunity to reflect on their own performance.
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And how do they feel about having another student mark their work?
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Is that good for rapport?
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In some cases yes, in some cases no. I think more research is needed to answer that question.
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What happens if a tutor notices that the marks for a particular assignment seem wrong?
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Should the students mark them again?
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That might not make any difference.
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So in that case, the tutor would have to remark all those assignments
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and then go through the marking criteria really carefully with the students on the next assignment with some sample answers.
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Right.
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I've been reading about a research project on peer assessment.
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The researchers invited a group of students from two different universities to attend a one-day conference.
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They also invited some university lecturers to attend.
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Each student gave a short presentation on a project of their choice.
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Each of these presentations was assessed individually by all the participants, both students and lecturers.
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To support their marking, they used a set of assessment guidelines
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that had been prepared the day before by a random selection of students.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page 6.
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Thanks.
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Now listen and answer questions 25 to 30.
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So were the student markers reliable?
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Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers.
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The findings showed that there were some variations in the way different groups marked.
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Gender did come into play, for example.
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I expect the male students were more generous when marking female presenters, were they?
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Quite the reverse, actually.
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They were harder on the female presenters than on the males, which wasn't what I'd expected either.
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Did female students show any bias towards male presenters?
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Interestingly not.
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So, does that suggest women are fairer and more reliable markers than men?
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Well, I wouldn't go that far it's only a small sample.
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But significantly, the results showed that when women marked other women, this didn't affect the grades they gave.
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Hmm.
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What about age?
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Were you able to come to any conclusions about that?
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Yes, because we had some mature students presenting
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and we found the marks awarded to them by their younger peers were rather more generous.
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Oh, I wonder why that is.
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Now, you said there were groups of students from two universities.
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Did they tend to favour students making presentations from their own universities?
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It didn't seem to influence marking one way or the other, which is quite encouraging.
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We'd been interested to see if students' personal relationships affected their objectivity.
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One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme.
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They were actually the toughest markers of all, marking consistently below the tutors.
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Really?
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Well, it sounds as if it's generated lots of useful data.
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I expect you'll be here for...
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.

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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación de nivel B2 se basa en el vídeo “Peer Assessment PART 3 Actual IELTS listening test”. Las palabras que más se repiten: student, marking, tutor, assessment, answer. Este vídeo tiene 67 frases y 716 palabras para practicar shadowing. La parte hablada dura 5:28. El hablante mantiene un ritmo constante de unas 131 palabras por minuto, cómodo para el shadowing. Solo el 81 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es exigente. 13 de sus 67 frases son preguntas, así que sirve para practicar la entonación de las preguntas y las respuestas cortas.

Vocabulario clave de este vídeo

Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:

PalabraPronunciaciónSignificado
tutor sustantivo/ˈtjuːtəː/tutor, protutor
peer sustantivo/pɪɹ/par, congénere
assignment sustantivo/əˈsaɪn.mənt/asignación
lecturer sustantivo/ˈlɛkt͡ʃəɹə/docente, aleccionador
presenter sustantivo/pɹɪˈzɛntə(ɹ)/presentador, presentadora
assess verbo/əˈsɛs/evaluar, estimar
criterion sustantivo/kɹaɪˈtɪɹ.i.ən/criterio, criteriómetro (foundationless)
variation sustantivo/ˌvɛəɹiˈeɪʃn̩/variación
generous adjetivo/ˈd͡ʒɛn(ə)ɹəs/generoso
devise verbo/dɪˈvaɪz/concebir, inventar
guideline sustantivo/ˈɡaɪdˌlaɪn/directriz, pauta
objectively adverbio/əbˈd͡ʒɛktɪvli/objetivamente
objectivity sustantivo/ˌɒbd͡ʒɛkˈtɪvɪti/objetividad
rapport sustantivo/ɹæˈpɔɹ/compenetración, afinidad
interestingly adverbiointeresantemente

Phrasal verbs que vas a escuchar

PalabraSignificado
go through verboatravesar

Frases que vale la pena repetir

Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:

  • You've been here all day.
  • Yes, I'm still here and I'm nowhere near finished.
  • Were you able to come to any conclusions about that?
  • I expect you'll be here for...

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

EstructuraEn el vídeo
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hacebe marked · is needed · was assessed
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahoraYou've been · I've done

Pronunciación a tener en cuenta

El hablante usa 21 contracciones y formas reducidas, como I'm, didn't, I've. Dilas en su forma corta, tal como las oyes.

  • Los sonidos de “sh” y “zh”: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • Palabras largas — cuida el acento: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

Cómo practicar con este vídeo

  1. Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
  2. Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
  3. Grábate y compara con el original, prestando atención a palabras como tutor, peer, assignment.

¿Qué es la Técnica de Shadowing?

Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.

Técnica de shadowing: lee la guía completa paso a paso →