Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang...
Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang...
Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang...
Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang...
Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang...
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Page 201 215 (for students)

  1. 1. Western University Teaching Methodology Department of English Part II Chapter 08 Assessing Reading Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna Miss Tep Sonimul Page 1 Chapter 8 (Part II, from page 201 to 215) Assessing Reading I. Matching column A to B. (p.201-215) A B a. Summarizing b. Skimming c. Ordering Tasks d. Scanning e. Cloze-elide procedure f. C-test g. Fixed-ratio deletion h. Cloze i. Rational deletion j. Short-Answer Tasks k. The purpose of scanning l. Placement purpose m. Multiple-choice items n. Editing o. Responding 1. The ability to fill in gaps in an incomplete image and supply omitted details. 2. The seventh word is deleted. 3. The word is removed some parts and the test-taker must complete it correctly. 4. A test of reading speed and not of proofreading skill, as its proponents asserted. 5. Read to find relevant information in a text. 6. An assessment of overall global understanding of a story and of the cohesive devices that signal the order of events or ideas. 7. Read the matter to determine its gist/main idea. 8. The requiring a brief of the text. 9. The way to provide our own opinion on the text. 10. The discussion with unrelated sentences and each presented with an error to be detected by the test-taker. 11. The items are difficult to construct and validate, and classroom teachers have no enough time to design it. 12. Teachers were able to be given a diagnostic chart of each student‟s results within all of the specified categories of the test. 13. To quickly identify important elements, timing may also be calculated into a scoring procedure. 14. A reading passage is presented, and the test-taker reads questions that must be answered in a sentence or two. 15. The deletion of prepositions and conjunctions.
  2. 2. Western University Teaching Methodology Department of English Part II Chapter 08 Assessing Reading Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna Miss Tep Sonimul Page 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 II. Filling in gaps. (p.201-215) a) Tasks at this level have combination of _____ (1) and _____ (2) objectives but with more emphasis on meaning. _____ (3) may therefore imply a little more focus on top-down processing than on bottom-up. b) _____ (4) are usually a minimum of two paragraphs in length in order to account for discourse expectancies. They can be constructed relatively easily as long as the specifications for choosing deletions and for scoring are clearly defined. c) Some variations on standard cloze testing have appeared over the years; two of the better know are the _____ (5) and _____ (6) . d) _____ (7) implies understanding the conventions of map graphics, but it is often accompanied by telling someone where to turn, how far to go, etc. e) _____ (8) involves somewhat longer texts than we have been dealing with up to this point. Journal articles, technical reports, longer essays, short stories, and books fall into this category. f) Finally, a reader‟s comprehension of extensive texts may be assessed through an evaluation of a process of _____ (9) and/or _____ (10) . Because of the difficulty of controlling the conditions and time frame for both these techniques, they rest firmly in the category of information assessment. g) Two disadvantages in the cloze-elide procedure are nevertheless immediately apparent: (1) Neither the words to insert nor the frequency of insertion appears to have any _____ (11) . (2) Fast and efficient readers are not adept at detecting the _____ (12) . Good readers naturally weed out such _____ (13) . (weed out: remove unwanted element) h) Students always enjoy the activity of receiving little strips of paper, each with a sentence on it, and assembling them into a story, sometimes called the “_____ (14) ” technique. Variations on this can serve as an assessment of overall global understanding of a story and of the cohesive dices that signal the order of _____ (15) or _____ (16) .
  3. 3. Western University Teaching Methodology Department of English Part II Chapter 08 Assessing Reading Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna Miss Tep Sonimul Page 3 Write your answers here. 1. ________________________ 2. ________________________ 3. ________________________ 4. ________________________ 5. ________________________ 6. ________________________ 7. ________________________ 8. ________________________ 9. ________________________ 10. ________________________ 11. ________________________ 12. ________________________ 13. ________________________ 14. ________________________ 15. ________________________ 16. ________________________ III. Write T for the true statement and F for the false statement then give reason why for both correct and incorrect. (p.201-215) 1. ____ This is the example of Cloze-elide procedure, (happ_ _ _ _ _). 2. ____ Summarizing is to make an overview of the text. 3. ____ The act of comprehending graphics includes the linguistic performance of oral or written interpretations, comments, questions, etc. 4. ____ Impromptu reading plus Comprehension questions means that “Read a passage and answer some questions”. 5. ____ Handing scoring with an answer key or hole-punched grid, or computer scoring using scannable answer sheets. 6. ____ Two approaches to the scoring of cloze tests are commonly used. They are exact word method and appropriate word method. 7. ____ Cloze-elide procedure inserts words into a text that belong. 8. ____ Short-Answer Tasks, questions might cover the same specifications indicated above for the TOEFL reading, but be worded in question form. 9. ____ Responding can be a part of conclusion.
  4. 4. Western University Teaching Methodology Department of English Part II Chapter 08 Assessing Reading Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna Miss Tep Sonimul Page 4 10. ____ The appropriate word scoring, credits the test-taker for supplying any word that is grammatically correct and that makes good sense in the context. IV. Comprehension Questions. (p.201-215) 1. Why should we have enough contexts in a sentence with a word left out? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 2. What is „Rational Deletion‟? Why don‟t they delete the difficult word in the rational deletion? Give example. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 3. What do the learners have to be able to in order to comprehend information in the “graphics”? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 4. What are the assessments in the domain of skimming? What are the advantages of them? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
  5. 5. Western University Teaching Methodology Department of English Part II Chapter 08 Assessing Reading Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna Miss Tep Sonimul Page 5 5. What are the four criteria for evaluation of a summary? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

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