Shadowing Practice: Peer Assessment: Đề thi thật IELTS LISTENING - Learn English Speaking with Video
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Section 3.
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You will hear two students called Sally and Steve discussing
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Sally's project on peer assessment, a system where students mark each other's work.
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First, you have some time to look at questions 21 to 24 on page 5.
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Thank you.
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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,
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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 each student gave
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a short presentation on a project of their choice each of
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these presentations was assessed individually by all the participants both students
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and lecturers 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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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
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that there were some variations in the way different groups marked 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 they were harder on the female presenters than on the males
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which wasn't what I'd expected either did female students show any bias towards male presenters?
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interestingly not 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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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 decades.
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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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Now turn to section 4 on page 7.
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Thank you.
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Thank you.
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Thank you.
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Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “Peer Assessment: Đề thi thật IELTS LISTENING”. Deze woorden komen het vaakst terug: student, marking, assessment, tutor, peer. Deze video bevat 71 zinnen en 756 woorden om na te spreken. Het gesproken deel duurt 8:00. De spreker praat langzaam, ongeveer 95 woorden per minuut, zodat je tijd hebt om elke klank na te doen. Slechts 81% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig. 13 van de 71 zinnen zijn vragen, dus het is goede oefening voor vraagintonatie en korte antwoorden.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| assessment zelfstandig naamwoord | /əˈsɛsmənt/ | schatting, inschatting |
| peer zelfstandig naamwoord | /pɪɹ/ | gelijke |
| tutor zelfstandig naamwoord | /ˈtjuːtəː/ | studiebegeleider, mentor |
| assignment zelfstandig naamwoord | /əˈsaɪn.mənt/ | toewijzing, toekenning |
| reliable bijvoeglijk naamwoord | /ɹɪˈlaɪəbl̩/ | betrouwbaar, zeker |
| assess werkwoord | /əˈsɛs/ | beoordelen, evalueren |
| presenter zelfstandig naamwoord | /pɹɪˈzɛntə(ɹ)/ | presentator, presentatrice |
| lecturer zelfstandig naamwoord | /ˈlɛkt͡ʃəɹə/ | lector |
| invite werkwoord | /ɪnˈvaɪt/ | uitnodigen, nodigen |
| generous bijvoeglijk naamwoord | /ˈd͡ʒɛn(ə)ɹəs/ | grootmoedig |
| variation zelfstandig naamwoord | /ˌvɛəɹiˈeɪʃn̩/ | afwisseling, variatie |
| carefully bijwoord | /ˈkɛɹf(ə)li/ | voorzichtig |
| encourage werkwoord | /ɪnˈkʌɹ.ɪd͡ʒ/ | bemoedigen, aanmoedigen |
| conclusion zelfstandig naamwoord | /kənˈkluːʒən/ | conclusie, einde |
| nowhere bijwoord | /ˈnoʊ.(h)wɛɹ/ | nergens, nergens heen |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- 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 decades.
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | be marked · is needed · was assessed |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | You've been · I've done |
Uitspraak om op te letten
De spreker gebruikt 21 samentrekkingen en verkorte vormen, zoals I'm, didn't, I've. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, variation /ˌvɛəɹiˈeɪʃn̩/, conclusion /kənˈkluːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Lange woorden — let op de klemtoon: consistently /kənˈsɪstəntli/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/, participant /pɑːɹˈtɪsəpənt/, criterion /kɹaɪˈtɪɹ.i.ən/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, devise /dɪˈvaɪz/
- /g/ — een harde plofklank, geen Nederlandse “g”: disagree /dɪsəˈɡɹi/, guideline /ˈɡaɪdˌlaɪn/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als assessment, peer, tutor.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.