Shadowing Practice: Peer Assessment PART 3 Actual IELTS listening test - Learn English Speaking with Video
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67 sentences
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1
Now listen carefully and answer questions 21 to 24.
2
I can't believe you're still in the library, Sally.
3
You've been here all day.
4
Are you still working on your peer assessment project?
5
Hi, Steve.
6
Yes, I'm still here and I'm nowhere near finished.
7
I'm still processing the reading I've done on peer assessment.
8
I'm interested to see if students marking each other's work is beneficial.
9
I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance.
10
They think the tutors are in favour of it because they don't have to spend so long marking.
11
But I disagree.
12
I think we can learn a great deal from it.
13
Yes, I can see one advantage being that it saves time spent going over things in class.
14
Well, initially it doesn't seem to work that way, and it can be quite a time-consuming business,
15
because sometimes things have to be marked again if the tutor thinks the students' assessments aren't reliable.
16
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.
17
Yes, I can see that.
18
It gives them an opportunity to reflect on their own performance.
19
And how do they feel about having another student mark their work?
20
Is that good for rapport?
21
In some cases yes, in some cases no. I think more research is needed to answer that question.
22
What happens if a tutor notices that the marks for a particular assignment seem wrong?
23
Should the students mark them again?
24
That might not make any difference.
25
So in that case, the tutor would have to remark all those assignments
26
and then go through the marking criteria really carefully with the students on the next assignment with some sample answers.
27
Right.
28
I've been reading about a research project on peer assessment.
29
The researchers invited a group of students from two different universities to attend a one-day conference.
30
They also invited some university lecturers to attend.
31
Each student gave a short presentation on a project of their choice.
32
Each of these presentations was assessed individually by all the participants, both students and lecturers.
33
To support their marking, they used a set of assessment guidelines
34
that had been prepared the day before by a random selection of students.
35
Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page 6.
36
Thanks.
37
Now listen and answer questions 25 to 30.
38
So were the student markers reliable?
39
Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers.
40
The findings showed that there were some variations in the way different groups marked.
41
Gender did come into play, for example.
42
I expect the male students were more generous when marking female presenters, were they?
43
Quite the reverse, actually.
44
They were harder on the female presenters than on the males, which wasn't what I'd expected either.
45
Did female students show any bias towards male presenters?
46
Interestingly not.
47
So, does that suggest women are fairer and more reliable markers than men?
48
Well, I wouldn't go that far it's only a small sample.
49
But significantly, the results showed that when women marked other women, this didn't affect the grades they gave.
50
Hmm.
51
What about age?
52
Were you able to come to any conclusions about that?
53
Yes, because we had some mature students presenting
54
and we found the marks awarded to them by their younger peers were rather more generous.
55
Oh, I wonder why that is.
56
Now, you said there were groups of students from two universities.
57
Did they tend to favour students making presentations from their own universities?
58
It didn't seem to influence marking one way or the other, which is quite encouraging.
59
We'd been interested to see if students' personal relationships affected their objectivity.
60
One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme.
61
They were actually the toughest markers of all, marking consistently below the tutors.
62
Really?
63
Well, it sounds as if it's generated lots of useful data.
64
I expect you'll be here for...
65
That is the end of Section 3.
66
You now have half a minute to check your answers.
67
Thank you.
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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “Peer Assessment PART 3 Actual IELTS listening test”. The speaker keeps coming back to these words: student, marking, tutor, assessment, answer. This video has 67 sentences and 716 words to shadow. The speech runs for 5:28. The speaker talks at a steady 131 words per minute, a comfortable pace for shadowing. Only 81% of the words are among the 3,000 most common in English, so the vocabulary is demanding. 13 of its 67 sentences are questions, so it is good practice for question intonation and short answers.
Key vocabulary in this video
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| tutor noun | /ˈtjuːtəː/ | One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction. |
| marker noun | /ˈmɑː(ɹ)kə(ɹ)/ | A felt-tipped pen, a marker pen. |
| peer noun | /pɪɹ/ | Somebody who is, or something that is, at a level or of a value equal (to that of something else). |
| assignment noun | /əˈsaɪn.mənt/ | The act of assigning; the allocation of a job or a set of tasks. |
| lecturer noun | /ˈlɛkt͡ʃəɹə/ | A person who gives lectures, especially as a profession. |
| presenter noun | /pɹɪˈzɛntə(ɹ)/ | Someone who presents a broadcast programme; a compere or master of ceremonies. |
| assess verb | /əˈsɛs/ | To determine, estimate or judge the value of; to evaluate; to estimate. |
| criterion noun | /kɹaɪˈtɪɹ.i.ən/ | A standard, test, or requirement by which individual things or people may be compared and judged; a gauge. |
| variation noun | /ˌvɛəɹiˈeɪʃn̩/ | The act of varying; a partial change in the form, position, state, or qualities of a thing. |
| generous adjective | /ˈd͡ʒɛn(ə)ɹəs/ | Noble in behaviour or actions; principled, not petty; kind, magnanimous. |
| devise verb | /dɪˈvaɪz/ | To use one’s intellect to plan or design (something). |
| guideline noun | /ˈɡaɪdˌlaɪn/ | A non-specific rule or principle that provides direction to action or behaviour. |
| objectively adverb | /əbˈd͡ʒɛktɪvli/ | In an impartial, objective manner. |
| objectivity noun | /ˌɒbd͡ʒɛkˈtɪvɪti/ | The state of being objective, just, unbiased, and not influenced by irrational emotions or personal prejudices. |
| rapport noun | /ɹæˈpɔɹ/ | A relationship of mutual trust and respect; a close and harmonious relationship in which the people or groups concerned understand each other's feelings or… |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| go through verb | To travel from one end of something to the other. |
| going over noun | An inspection, examination, review, or investigation. |
| stand back verb | To maintain distance. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- 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...
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | be marked · is needed · was assessed |
| Present perfect have/has + past participle — a past action that still matters now | You've been · I've done |
Pronunciation to watch
The speaker uses 21 contractions and reduced forms, such as I'm, didn't, I've. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Long words — get the stress right: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
- Record yourself and compare with the original, paying attention to words like tutor, marker, peer.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.