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  • 1. By Diana Marcela Murcia Horasis Toro Vargas Omar Cruz
  • 2. What is reading assessment? Is a process in which teachers use to measure the reading and comprehension skills of students. It requires planning and organization such as:
  • 3. Identify the purpose. Studying, evaluating, or diagnosing sts reading behavior. Monitoring student progress. Identifying learners` needs. 3
  • 4. Plan for assessment After having identified the assessment purpose……… Different types of reading assessment activities.October 18, 2005 Copyright: Sarah L Swart, 2005. 4
  • 5. Reading activity assessment. Skill/ behavior Reading Assessed Proficiency Individual/ Age/grade activity level Pair/Group Level assessment •Reading•Retelling comprehension All Individual, pair All •Reading skills•Checklists •R. Comprehension All Individual, group. All strategies. •Reading skills•Anecdotal records •R. Comprehension All Individual All strategies. •Reading skills. Intermediate, Individual, group Adults•Close tests advanced •Reading Comprehension•Reading logs •Response to All Individual All literature. •Choice in reading.
  • 6. Involve Students Self-Assessment: is the process of looking at oneself in order to assess aspects that are important to ones identity. What have I learned about reading in the class? How do I feel about reading? What do I need to improve in reading? How do I read?
  • 7. Involve Students Peer assessment: is the assessment of student work by other students. This might be used for formative feedback or summative grading purposes. 7
  • 8. Develop Rubrics or Scoring Procedures.
  • 9. SET STANDARDS Standars for reading comprehension can be set by establishing cut-off scores on a scoring rubric or rating scale. There are three levels: Novice Intermediate Advanced Sub-categories Expanding Bridging 9
  • 10. SELECT ASSESSMENT ACTIVITIES Assessment of reading should be embedded in activities for teaching reading. Instructional activities Retelling Reading logs Literature respose logs/ jornals Literature discussion group Cloze tests Text with comprehension questions Reciprocal teaching 10
  • 11. Pa had to Walk to In the town with his big woods. bundle of furs, but It was he couldn´t takeSnowing. Title his gun. little house in the big wood. Author l.i. Wilde He would walk fast. Pa He would Ma return soon.
  • 12. Title Author Date I Date I How i feel about it: Began Finished Reading: Reading:Gorilla 4/16/95 4/18/95 This book is abat a lit to gile that wats to se a re gaela then her fader bot her a toy garila That he gu and gu and gu and to a ril gorila o wel i lob the story.Matthews Leo Leone 6/8/95 6/9/95 I likd the part wen Matthews was in hes dreanDream I like ol of the ameizen pekchers and Matthews paiten in to. Thes book is abat a moos tha waders what he wat to be and he does no want he wats to be. a paiter
  • 13. LITERATURE RESPONSE LOGS/JOURNALS Research show the responding to literature helps students become better readers. With literature response logs, students respond in writing to materials they have read. LITERATURE DISCUSSION GROUPS Literature discussion groups are heterogeneous small group(five to eight students), student-directed, and teacher-guided discussions that occur while students are in the process of reading a book(Hill and Ruptic 1994; Routman 1994). CLOZE TESTS These are reading passages with blanks represententing words which have been deleted from the original text the blanks which are filled in by the teacher Copyright: Sarah L Swart, 2005. 13
  • 14.  TEXTS WITH COMPREHENSION QUESTIONS The mayority of teachers are familiar with asking questions to determine comprehension of reading passages. An idea shared with us by an ESL Resource Teacher at the middle school level allows immmediate identification of a student´s comprehension level with specifict texts. RECIPROCAL TEACHING Reciprocal teaching is an instructional approach designed in order to increase reading comprehension by encouraging students to use reading strategies. Copyright: Sarah L Swart, 2005. 14
  • 15. One of the mosteffective ways forteacher to assess astudent’s readingcomprehension isthrough teacherobservation (Routman1994).
  • 16. TYPES OF TEACHER OBSERVATION Think Alouds, probes and interviews. Strategies checklist or Rating scales. Miscue and Running Records. Anecdotal Records.
  • 17. READING/WRITING PORTFOLIOSAnother great way to assess or monitor the student’s process is using portfolios. With this assess technique not also the teacher will see the advance, but the student will also have the opportunity to assess himself about his process.
  • 18. CONCLUSIONS Activities for assessing reading should be based on activities for teaching reading. Assessment of reading, like instruction, takes planning, time and experience.
  • 19. CONCLUSIONS Assessment of reading must include decoding skills and reading comprehension strategies. Include student attitudes and feelings toward reading.