Assessing reading
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This document discusses different types of reading assessments: 1) Perceptive reading assessments include reading aloud, writing responses, multiple choice, and picture-cued items to test reading comprehension at the word and sentence level. 2) Selective reading assessments use multiple choice, matching, editing, and picture-cued tasks to examine ability at a higher comprehension level. 3) Interactive reading assessments focus on skills like cloze tasks, scanning information, transferring data from charts/graphs, ordering tasks, and short-answer questions to evaluate reading strategies and understanding of longer texts.
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English - Assessing writing
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Chapter 8
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
Testing writing
The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
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The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
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This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Chapter 8
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
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The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Assessing reading(1)
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
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The document discusses key concepts for valid and reliable testing of reading and listening skills for language learners. It outlines important considerations for test design including using authentic texts, clear instructions, and ensuring each skill is adequately represented. It also describes stages of reading and listening like prediction, scanning, and interpretation. Different task types are explained as being more or less controlled. Validity and reliability are important to ensure tests accurately measure the intended skills.
Testing Speaking and Writing
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
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The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
Presentation assessing reading
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Testing reading
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Chapter 9( assessing writing)
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
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Assessing writing
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
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Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
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This document discusses various views on the nature of reading and strategies for assessing reading abilities. It outlines that researchers and practitioners have different beliefs about the skills involved in reading and how they should be tested. Some view reading as involving distinct separate skills, while others see it as a single, global process. Common assessment techniques mentioned include multiple choice questions, cloze tests, and other objective and subjective approaches. The document also evaluates the benefits and limitations of different testing methods.
Assessment in literature- testing reading
Here is a passage with comprehension questions:
Passage: The Lost Colony of Roanoke
Questions:
1) When was the Lost Colony of Roanoke established?
2) Who was the leader of the second group of settlers?
3) What mystery surrounds the fate of the Roanoke colonists?
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Assessing reading(1)
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
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This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
Testing Listening and Reading
The document discusses key concepts for valid and reliable testing of reading and listening skills for language learners. It outlines important considerations for test design including using authentic texts, clear instructions, and ensuring each skill is adequately represented. It also describes stages of reading and listening like prediction, scanning, and interpretation. Different task types are explained as being more or less controlled. Validity and reliability are important to ensure tests accurately measure the intended skills.
Testing Speaking and Writing
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
Presentation assessing reading
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
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How should we test reading skills? (Report from Hughes, A. (2003). Testing for language teachers. Testing Reading, 136-160)
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This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
Chapter 9( assessing writing)
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
Beyond tests alternatives in assessment
This document discusses alternatives to standardized testing for student assessment, including performance-based assessments, portfolios, journals, conferences, interviews, and observations. It provides characteristics and guidelines for implementing each alternative form of assessment in the classroom. The alternatives allow for a more holistic evaluation of students and more authentic demonstrations of their skills.
Assessing 4 major skills
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Chapter 2(principles of language assessment)
The document discusses five principles of language assessment: practicality, reliability, validity, authenticity, and washback. It describes each principle in detail. Practicality refers to a test being inexpensive, easy to administer within time constraints, and having a clear scoring procedure. Reliability means a test produces consistent results, regardless of who administers it or when it is taken. Validity refers to a test accurately measuring what it aims to assess as shown by content, criteria, and construct-related evidence. Authenticity means a test resembles real-world tasks. Washback refers to how a test impacts teaching and learning.
Principles of Language Assessment
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
Assessing writing
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
Assessing reading
The document discusses reading assessment. It notes that reading overlaps with and is similar to the other language skills of listening, speaking and writing. Assessments also overlap these skills. Reading performance is classified into selective, extensive, and interactive types, mirroring classifications for listening and speaking. The document outlines numerous assessment tasks used to evaluate reading and the variations that exist. It concludes that isolating reading from the other skills is difficult as assessments overlap skills.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
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This document discusses various views on the nature of reading and strategies for assessing reading abilities. It outlines that researchers and practitioners have different beliefs about the skills involved in reading and how they should be tested. Some view reading as involving distinct separate skills, while others see it as a single, global process. Common assessment techniques mentioned include multiple choice questions, cloze tests, and other objective and subjective approaches. The document also evaluates the benefits and limitations of different testing methods.
Assessment in literature- testing reading
Here is a passage with comprehension questions:
Passage: The Lost Colony of Roanoke
Questions:
1) When was the Lost Colony of Roanoke established?
2) Who was the leader of the second group of settlers?
3) What mystery surrounds the fate of the Roanoke colonists?
TESTING READING
The document discusses different types of reading and considerations for testing reading ability. It outlines four purposes of reading tests: diagnostic, achievement, placement, and proficiency. When developing a reading test, specific factors must be accounted for, including the type of text, reading speed, and task difficulty level. Effective techniques for testing reading ability include short answer questions to evaluate understanding of referents, context clues, and distinguishing facts from opinions. Gap filling can assess recognizing detail and scanning ability.
Testing reading
Reading tests may evaluate several skills:
1) Skimming to identify the main idea, scanning to find specific details, identifying the plot, or examples used.
2) Using context clues to understand unfamiliar words or structures.
3) Recognizing text features like organization or pronouns.
The passage discusses common reading skills assessed on tests like skimming, scanning, using context, and recognizing text features. It provides examples of test questions targeting these skills.
Language Assessment - Assessing Reading by EFL Learning
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This document discusses different types of reading comprehension tests. It outlines 7 stages of reading comprehension tests: 1) matching tests, which include word, sentence, and picture matching; 2) true/false tests; 3) multiple choice items based on short or longer texts; 4) completion items; 5) rearrangement items; 6) cloze procedure; 7) open-ended and miscellaneous items; and 8) cursory reading. The document provides examples of different matching, true/false, and multiple choice comprehension questions that could be used at various levels from elementary to advanced.
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power point PBL
This document discusses reading and methods for testing reading comprehension. It defines reading as a complex process involving word recognition and comprehension. Reading comprehension involves cognitive processes when a person reads. The document outlines abilities needed for reading like language, graphics, ideas and style. It lists strategies for reading comprehension such as identifying purpose, decoding, guessing meaning, and using notes. The document discusses selecting test passages and designing tasks for perceptive, selective, interactive and extensive reading.
Summary Assessing Skills
The document discusses methods for assessing different language skills: writing, listening, reading, and speaking. For writing, it is important to give a focused topic and assess the finished product using raters and a rating scale. For listening, both linguistic and non-linguistic knowledge must be assessed through interactive tasks. Reading assessment should include different types of texts and testing methods. Speaking is difficult to assess but can be done by analyzing language samples using tasks, rating scales, and trained raters. Reliability is increased by using multiple assessments and raters.
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2 techniques in reading
The document discusses various reading techniques:
- Skimming involves selective reading to get an overall impression and preview information. Scanning is a quick search for specific information.
- SQ3R is a method involving survey, questioning, reading, reciting and reviewing material.
- Comprehensive reading is slow and careful to extract information and understand details. Critical reading examines reliability and distinguishes facts from opinions.
- Understanding passages involves noting details, identifying main ideas, inferring, making generalizations, and predicting outcomes.
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This document discusses how to assess and test reading. It begins by introducing the members of the reading group and includes an index of topics to be discussed. Some of the key topics covered include:
The importance of teaching reading, different types of reading like intensive and extensive reading, principles of teaching reading with examples of pre, during and post reading activities, recommendations for assessing reading with consideration for level and age, and different ways to test reading comprehension including cloze tests, ordering exercises, matching questions and multiple choice questions.
The document provides guidance on developing effective reading assessments and ensuring they are appropriate for the reading level and age of students. It offers examples of classroom activities and testing methods that can be used to evaluate reading skills
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Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing grammar with communicative skills.
Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing of grammar knowledge and skills.
assessing writing-180111142333 (1).pptx
This document discusses assessing writing skills. It describes different genres of writing, such as academic, job-related, and personal writing. It also outlines micro skills like spelling and grammar usage, and macro skills like conveying meaning and using rhetorical devices. The document provides examples of assessment tasks for different writing levels. Imitative writing tasks focus on spelling and copying. Intensive tasks involve rewriting sentences. Responsive writing requires connecting sentences into paragraphs. Extensive writing involves longer essays and research papers. The document discusses designing assessment tasks and common issues around authenticity and scoring time.
20080603 Assessment Final
This study investigated the effects of different task types on EFL speaking test performance. 30 Taiwanese college students completed three speaking tasks: answering questions, describing pictures, and giving presentations. Their language accuracy, complexity, fluency, and perceptions of the tasks were analyzed. Results showed that answering questions led to greater complexity and fluency than the other tasks. Students also felt more nervous for this task. The study provides implications for designing EFL speaking assessments.
Assessing Speaking
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
reading and writing skills(2).ppt
The document discusses strategies for developing reading and writing skills in students. It outlines various sub-skills of reading like predicting, skimming, scanning, questioning, modeling, and dictionary skills. It also discusses strategies for developing these sub-skills like predicting what will happen based on titles or pictures, skimming texts quickly to get the main idea, and using dictionaries to look up meanings. Similarly, it outlines sub-skills of writing like copying, parallel writing, describing pictures, completion exercises, editing and provides example activities to develop these skills. The conclusion emphasizes using varied materials and student-centered strategies to help improve language skills and make language learning an enjoyable part of students' lives.
ASSESSMENT: WRITING COMPREHENSION ASSESSMENT
The document discusses various methods for assessing writing skills, including micro skills like grammar, word choice, and cohesion, as well as macro skills like conveying meaning and adapting to purpose and genre. It outlines categories of writing assessment tasks such as imitative writing like dictation, intensive writing like transformations, and responsive and extensive writing like paragraph construction. Specific techniques are provided like spelling tests, picture prompts, and evaluating strategies for developing main ideas across paragraphs. The document provides references for further reading on language assessment.
Training institutes in Bangalore
The document provides information about an IELTS coaching course offered by Bizsmart, one of the top IELTS institutes in Bangalore, India. The aim of the course is to prepare students for the IELTS exam and improve their English communication skills. Over five weeks, students will develop their skills in listening, reading, writing, and speaking through practice exercises and mock tests. The document outlines the weekly course content and activities to help students improve their performance in each IELTS test component.
Paper1reading
The document summarizes the format and structure of the Reading section of the FCE examination. It is composed of 4 parts with a total time of 1 hour and 15 minutes. Part 1 involves matching main points to paragraphs through headings or summaries. Part 2 contains a text and multiple choice questions on details, opinions and meaning. Part 3 presents a gapped text where students reorder paragraphs. Part 4 matches prompts to details across one or more short texts. The document provides examples and advice for students preparing for this section.
Assessing writing
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
Assessing speaking assignment
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
Presentation dec 04, 2013
This document provides guidance on constructing objective test items for different formats, including short answer, true/false, matching, and multiple choice. It discusses the characteristics, uses, advantages, limitations, and suggestions for writing each type of item to effectively measure student learning outcomes. Multiple choice items can measure both simple and complex outcomes like knowledge, understanding, and application. While objective tests are limited in scope, the multiple choice format in particular allows for flexibility in content and reliable, structured assessment when written carefully according to the guidelines.
How to Develop High level English Comprehension 141028
Its no longer learning to read, but we need to prepare students to “read to learn”. Inference, deduction, vocabulary, grammar, contractions.
How to teach_a_-pdp-_reading_lesson (3)
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
All write presentation on test talk
This document discusses strategies for teaching students effective test-taking skills. It notes that tests have unique genres, formats, procedures and requirements that students must understand. The document provides examples of questions students should ask themselves when taking tests, such as determining the question type and format. It emphasizes the importance of building students' background knowledge, translating formal test language, being proactive test-takers, and maintaining stamina. Teachers are encouraged to link problem-solving and test-taking strategies and weave test-taking genres into classroom instruction.
scan reading for notes, tables, diag flow.pptx
This document provides guidance on completing note, table, diagram and flow-chart questions for the IELTS reading test. It outlines a two-step process: 1) read the instructions and underline key words to identify what information is needed, and 2) scan the passage quickly to locate the relevant sections that may contain synonyms or paraphrased versions of the key words. It notes that answers can typically be found within 1-2 paragraphs for diagrams and flowcharts, and within 3-4 paragraphs or longer sections for tables and notes. Accuracy of grammar is important for note and summary completion questions.
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Assessing reading
- 1. Assessing Reading Group 3 Elfira 14018093 Maureen 14018100 Tesha Fersty Fadhilah 14018043
- 2. Types of Reading Perceptive Reading Selective Reading Interactive Reading Extensive Reading
- 3. Perceptive Reading Reading Aloud Written Response Multiple Choice Picture-cued items
- 4. Perceptive Reading Test-takers read aloud one-by-one the separate letters, words, or short sentences to get reading comprehension. Reading Aloud The test-taker reproduce the probe in writing . If the test-taker made a mistake in writing, its probably there is a mistake in reading. Written Response
- 5. Test-takers are shown a picture, and they write down the points from the picture. Picture-cued items The multiple choice is useful at the low levels of reading, include same/different, circle the answer, true/false, choose the letter and matching. Multiple-choice
- 6. Selective Reading Multiple choice Matching tasks Editing tasks Picture-cued tasks Gap-filling tasks
- 7. The multiple choice format is easy to administer and can be scored quickly. Multiple choice Matching tasks are used to get a simply respond from an appropriate format, usually in the form of vocabulary. Matching tasks Editing tasks is widely used test method for assessing linguistic competence in reading. For example, in TOEFL test. Editing tasks
- 8. Pictures and photograph are used for examining ability at the selective level. There are two types: test-takers read a sentence and choose one of four pictures that is being described; test-takers read a series of sentences or definition, each describing a labeled part of a picture or diagram. Picture-cued tasks Test-takers fill the missing word or phrase in the sentences. Gap filling tasks
- 9. Interactive Reading Cloze tasks Scanning Information transfer: charts, maps, graphs, diagram Ordering tasks Impromptu reading plus comprehension question Short-answer tasks Editing (longer texts)
- 10. Test-taker fills in gaps in an incomplete image and supply omitted details. Cloze tasks Test-takers are given a passage and questions according to the passage. Impromptu Reading Plus Comprehension Questions A reading passage is presented and the test-taker reads questions tha must be answered in a sentence or two. Short-Answer Tasks The errors of the longer passage are detected by the test-takers. Editing (Longer Texts)
- 11. Assessment of scanning is carried out by presenitng test-takers with a text (prose or something in a chart or graph format) and requiring rapid identification of relevant bits of information. Scanning Test-takers are given little strips of paper, each with a sentence on it, and assembling them into a story. Ordering Tasks It requires the test-takers to read the charts, maps, graphs, or diagrams. It needs an understadinf of the graphic and verbal conventions and also a lingustic ability to interpret the information to someone else. Information Transfer: Reading Charts, Maps, Graphs, Diagrams
- 12. Interactive Reading Skimming Tasks Summarizing and Responding Note-Taking Outlining
- 13. Process of rapid coverage of readng matter to determine its main idea. Skimming Tasks It askes the test-takers to write a summary of the text. Summarizing and Responding Test-takers highlight key information or create an organizational outlines to see the presence or absence of effective reading strategies. Note-Taking Outlining