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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
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.
Two primary hurdles must be cleared in order to become efficient readers: a. be able to master fundamental bottom up strategies for processing separate letters, words and phrases, as well as top-down, conceptually driven strategies for comprehension. b. as part of the top-down approach, second language readers must develop appropriate content and format schemata—background information and cultural experience—to carry out those interpretations effectively.
The assessment of reading ability does not end with the measurement of comprehension. Strategic pathways to full understanding are often important factors to include in assessing learners, especially in the case of most classroom assessments that are formative in nature. All assessment of reading must be carried out by inference.
GENRES OF READING 1. Academic Reading general interest articles (in magazines, newspapers) technical reports (e.g., lab reports), professional journal articles reference material (dictionaries) textbooks. theses essays, papers test directions editorials and opinion writing
GENRES OF READING 2. Job-related Reading messages (e.g., phone messages) letters/emails memos (e.g., interoffice) reports (e.g., job evaluations, project reports) schedules, labels, signs, announcements forms, applications, questionnaires financial documents (bills, invoices) directories (telephone, office) manuals, directions
GENRES OF READING 3. Personal Reading newspapers and magazines letters, emails, greeting cards, invitations messages, notes, lists schedules (train, bus, plane) recipes, menus, maps, calendars advertisements (commercials, want ads) novels, short stories, jokes, drama, poetry financial documents (e.g., checks, tax forms, loan applications) forms, questionnaires, medical reports, immigration documents comic strips, cartoons
Importance of Genres of Reading It enables the readers to apply certain schemata that will assist them in extracting appropriate meaning. Efficient readers have to know what their purpose is in reading a text, the strategies for accomplishing that purpose and how to retain the information.
Microskills for Reading 1. Discriminate among the distinctive graphemes and orthographic patterns of English. 2. Retain chunks of language of different lengths in short term memory. 3. Process writing at an efficient rate of speed to suit the purpose. 4. Recognize a core of words, and interpret word order patterns and their significance. 5. Recognize grammatical word classes (nouns, verbs), systems (tense, agreement, pluralization), patterns, rules and elliptical forms. 6. Recognize that a particular meaning may be expressed in different grammatical forms. 7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
Macroskills for Reading 1. Recognize the rhetorical forms of written discourse and their significance for interpretation. 2. Recognize the communicative functions of written texts, according to form and purpose. 3. Infer context that is not explicit by using background knowledge. 4. From described events, ideas, etc., infer links and connections between events, deduce causes and effects and detect such relations as main idea, supporting idea, new information, given information, generalization and exemplification. 5. Distinguish between literal and implied meaning. 6. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. 7. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers…
Some Principal Strategies for Reading Comprehension 1. Identify your purpose in reading a text. 2. Apply spelling rules and conventions for bottom-up decoding. 3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning. 4. Guess at meaning (of words, idioms, etc.) when you aren’t certain. 5. Skim the text for the gist and for main ideas. 6. Scan the text for specific information (names, dates, key words).
Some Principal Strategies for Reading Comprehension 7. Use silent reading techniques for rapid processing. 8. Use marginal notes, outlines, charts, or semantic maps for understanding and retaining information. 9. Distinguish between literal and implied meanings. 10. Capitalize on discourse markers to process relationships.
TYPES OF READING Perceptive - involve attending to the components of larger stretches discourse: letters, words, punctuation and other graphemic symbols. - bottom-up processing is implied.
TYPES OF READING Selective - this is largely an artifact of assessment formats. -certain typical tasks are used such as picture-cued tasks, matching, true/false, multiple choice. - stimuli include sentences, brief paragraphs and simple charts and graphs. - brief responses are intended and a combination of bottom-up and top-down processing may be used.
TYPES OF READING Interactive - include stretches of language of several paragraphs to one page or more in which the reader must interact with the text. - genres: anecdotes, short narratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes and the like. - focus: to identify relevant features (lexical, symbolic, grammatical and discourse) within texts of moderately short length with the objective of retaining the information that is processed.
TYPES OF READING Extensive - it applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories and books. - purpose: to tap into a learner’s global understanding of a text, as opposed to asking test-takers to “zoom in” on small details. - Top-down processing is assumed for most extensive tasks.
Designing Assessment Tasks: Perceptive Reading
Perceptive Reading At the beginning level of reading a second language lies a set of tasks that are fundamental and basic: recognition of alphabetic symbols, capitalized and lowercase letters, punctuation, words and grapheme-phoneme correspondences. LITERACY tasks: implying that learner is in the early stages of becoming “literate”.
Perceptive Reading READING ALOUD - the test taker sees separate letters, words and/or short sentences and reads them aloud, one by one, in the presence of an administrator. - any recognizable oral approximation of the target response is considered correct.
Perceptive Reading WRITTEN RESPONSE - the same stimuli is presented, and the test taker’s task is to reproduce the probe in writing. - evaluation of the test taker’s response must be carefully treated.
Perceptive Reading MULTIPLE CHOICE Grapheme recognition task Test takers read: Circle the “odd” item, the one that doesn’t “belong”. 1. piece peace piece 2. book book boot
Perceptive Reading Minimal pair distinction Test takers read: Circle “S” for same or “D” for different. 1. led let S D 2. bit bit S D 3. seat set S D 4. too to S D
Perceptive Reading PITURE-CUED ITEMS - test takers are shown a picture along with a written text and are given possible tasks to perform.
Perceptive Reading A. B. Picture-cued matching word identification Test Takers read: 1. washing the dishes ____ C. D. 2. chatting with a friend ____ 3. studying the lesson ____ 4. washing the clothes ____
Designing Assessment Tasks: Selective Reading
Selective Reading focus on formal aspects of language (lexical, grammatical and a few discourse features). it includes what many incorrectly think of as testing “vocabulary and grammar”.
Selective Reading MULTIPLE CHOICE Multiple-choice vocabulary/grammar tasks 1. He’s not married. He’s __________. A. young B. single C. first D. a husband 2. If there’s no doorbell, please __________ on the door. A. kneel B. type C. knock D. shout
Selective Reading 3. The mouse is __________ the bed. A. under B. around C. between 4. The bank robbery occurred __________ I was in the restroom. A. that B. during C. while D. which
Selective Reading Contextualized multiple-choice vocabulary/grammar tasks 1. Oscar: Do you like champagne? Lucy: No. I can’t __________. A. stand B. prefer C. hate 2. Manager: Do you like to work by yourself? Employee: Yes, I like to work __________. A. independently B. definitely C. impatiently
Selective Reading Multiple-choice cloze vocabulary/grammar tasks I’ve lived in the United States (21) _____ three years. I (22) _____ live in Costa Rica. I (23) _____ speak any English. I used to (24)_____ homesick, but now I enjoy (25) _____ here. I never (26) _____ back home (27) _____ I came to the United States, but I might (28) _____ to visit my family soon. 21. A. since 23. A. couldn’t 25. A. live 27. A. when B. for B. could B. to live B. while C. during C. can C. living C. since 22. A. used to 24. A. been 26. A. be 28. A. go B. use to B. be B. been B. will go C. was C. being C. was C. going
Selective Reading MATCHING TASKS Vocabulary matching task Write in the letter of the definition on the right that matches the word on the left. ____1. exhausted a. unhappy ____2. disappointed b. understanding of others ____3. enthusiastic c. tired ____4. empathetic d. excited
Selective Reading Selected response fill-in vocabulary task 1. At the end of the long race, the runners were totally _____. 2. My parents were _____ with my bad performance on the final exam. 3. Everyone in the office was _____ about the new salary raises. 4. The _____ listening of the counselor made Christina feel well understood. Choose from among the following: disappointed empathetic exhausted enthusiastic
Selective Reading Matching task ADVANTAGE DISADVANTAGE - it offers an alternative - it become more of a to traditional multiple- puzzle-solving process choice or fill in the blank than a genuine test of formats and are easier to comprehension as test- construct than multiple takers struggle with the choice item. search for a match.
Selective Reading EDITING TASKS -editing for grammatical or rhetorical errors is a widely used test method for assessing linguistic competence in reading. - it does not only focus on grammar but also introduces a simulation of the authentic task of editing or discerning errors in written passages.
Selective Reading Multiple-choice grammar editing task (Phillips,2001, p. 219) Choose the letter of the underlined word that is not correct. 1. The abrasively action of the wind wears away softer layers of rock. A B C D 2. There are two way of making a gas condense: cooling it or putting it A B C D under pressure. 3. Researchers have discovered that the application of bright light can A B sometimes be uses to overcome jet lag. C D
Selective Reading PICTURE-CUED TASKS Multiple-choice picture-cued response (Phillips, 2001, p. 276) Carlo has a bar of chocolate. He gives half a bar of chocolate to his brother. See the following four pictures. Choose the picture that shows the relative amount of chocolate left to Carlo. A. B. C. D.
Selective Reading Diagram-labeling task bathtub sink toothbrush mirror soap toothpaste shower toilet towel
Selective Reading GAP-FILLING TASKS -the response is to write a word or phrase. -to create sentence completion items where test-takers read part of a sentence and then complete it by writing a phrase.
Selective Reading Sentence Completion task Oscar: Doctor, what should I do if I get sick? Doctor: It is best to stay home and ________________. If you have a fever, ______________________. You should drink as much _________________. The worst thing you can do is _______________. You should also __________________________.
Selective Reading Gap Filling Task DISADVANTAGE It has a questionable assessment of reading ability. The task requires both reading and writing performance, thus, rendering it of low validity in isolating reading as the sole criterion. Scoring the variety of creative responses that are likely to appear is another drawback. A number of judgment is needed on what comprises a correct response.
Designing Assessment Tasks: Interactive Reading
Interactive Reading tasks at this level have a combination of form- focused and meaning-focused objectives but with more emphasis on meaning. it implies a little more focus on top-down processing than on bottom-up. texts are a little longer from a paragraph to as much as a page or so in the case of ordinary prose. Charts, graphs and other graphics are somewhat complex in their format.
Interactive Reading CLOZE TASKS -the ability to fill in gaps in an incomplete image (visual, auditory or cognitive) and supply (from background schemata) omitted details. -cloze tests are usually a minimum of two paragraphs in length in order to account for discourse expectancies.
Interactive Reading CLOZE TASKS -typically, every seventh word (plus or minus two) is deleted (known as fixed-ratio deletion) but many cloze test designers instead use a rational deletion procedure of choosing deletions according to the grammatical or discourse functions of the words.
Interactive Reading Two approaches to the scoring of cloze test Exact word method- gives credit to test- takers only if they insert the exact word that was originally deleted. Appropriate word method- gives credit to the test-taker for supplying any word that is grammatically correct and that makes good sense in the context.
Interactive Reading Cloze procedure, fixed ratio deletion (every seventh word) The recognition that one’s feelings of (1) ____ and unhappiness can coexist much like (2) ____ and hate in a close relationship (3) ____ offer valuable clues on how to (4) ____ a happier life. It suggests, for (5) ____ that changing or avoiding things that (6) ____ you miserable may well make you (7) ____ miserable but probably no happier.
Interactive Reading Cloze procedure, rational deletion (prepositions and conjunctions) The recognition that one’s feelings (1) ____ happiness (2) ____ unhappiness can coexist much like love and hate (3) ____ a close relationship may offer valuable clues (4) ____ how to lead a happier life. It suggests, (5) ____ example, that changing (6) ____ avoiding things that make you miserable may well make you less miserable (7) ____ probably no happier.
Interactive Reading Variations on Standard Cloze Testing C-test- the second half (according to the number of letters) of every other word is obliterated and the test-taker must restore each word. Cloze-elide procedure- it inserts words into a text that do not belong. The test-taker’s task is to detect and cross out the “intrusive” words. * Cloze-elide procedure is actually a test of reading speed and not of proofreading skill.
Interactive Reading * Cloze-elide procedure is actually a test of reading speed and not of proofreading skill. DISADVANTAGES Neither the words to insert nor the frequency of insertion appears to have any rationale. Fast and efficient readers are not adept at detecting the intrusive words. Good readers naturally weed out such potential interruptions.
Interactive Reading IMPROMPTU READING PLUS COMPREHENSION QUESTIONS -the traditional “Read a passage and answer some questions” technique which is the oldest and the most common. -Examples: Reading comprehension passage (Phillips, 2001, pp. 421-422) and Computer-based TOEFL* reading comprehension item.
Interactive Reading SHORT-ANSWER TASKS -a reading passage is presented and the test-taker reads questions that must be answered in a sentence or two. Open-ended reading comprehension questions 1. What do you think is the main idea of this passage? 2. What would you infer from the passage about the future of air travel? 3. In line 6, the word sensation is used. From the context, what do you think this word means? 4. Why do you think the airlines have recently experienced a decline?
Interactive Reading EDITING (LONGER TEXTS) ADVANTAGES authenticity is increased. the task simulates proofreading one’s own essay, where it is imperative to find and correct errors. if the test is connected to a specific curriculum, the test designer can draw up specifications for a number of grammatical and rhetorical categories that match the content of the courses.
Interactive Reading SCANNING -it is a strategy used by all readers to find relevant information in a test. -test-takers are presented with a text (prose or something in a chart or graph format) and requiring rapid identification of relevant bits of information.
Interactive Reading SCANNING -possible stimuli include: a one to two page news article an essay a chapter in a textbook a technical report a table or chart depicting some research findings an application form
Interactive Reading SCANNING -the test-taker must locate: a date, name or place in an article; The setting for a narrative story; the principal divisions of a chapter; the principal research finding in a technical report; a result reported in a specified cell in a table; the cost of an item on a menu; and specified data needed to fill out an application.
Interactive Reading ORDERING TASKS - sometimes called the “strip story” technique. - variations on this can serve as an assessment of overall global understanding of a story and of the cohesive devices that signal the order of events or ideas.
Interactive Reading Sentence-ordering task It was almost midnight. John was still awake because he did not have to get up early in the morning. His favorite actor’s movie on TV had just finished. The bell rang. He opened the door. It was his flat-mate, Tom. He had forgotten his keys at home in the morning. He seemed too tired to chat with John so he went to bed as soon as possible. John felt lonely and decided to go to bed. He went to the bathroom and brushed his teeth. When he came into his bedroom, he noticed some candies on the table. He ate a few of them. The candies reminded him of his childhood. Since he did not want to sleep, he decided to look at some old photos. He felt sad when he saw his ex-girlfriend Laura in a photo. He remembered the days they had spent together. He checked his watch and went to bed.
Interactive Reading Sentence-ordering task Put the scrambled sentences into the correct order that they happened. (…..) A. John ate some candies. (…..) B. John felt sad. (…..) C. Tom went to bed and John felt lonely. (…..) D. John watched a film on TV. (…..) E. John remembered his childhood. (…..) F. The bell rang and Tom came home. (…..) G. John looked at the photos. (…..) H. John brushed his teeth.
Interactive Reading INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS - it requires not only an understanding of the graphic and verbal conventions of the medium but also a linguistic ability to interpret the information to someone else. - it is often accompanied by oral or written discourse in order to convey, clarify, question, argue and debate, among other linguistic functions.
Interactive Reading INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS -to comprehend information in this medium, learners must be able to: comprehend specific conventions of the various types of graphics; comprehend labels, headings, numbers and symbols; comprehend the possible relationships among elements of the graphic; and make inferences that are not presented overtly.
Interactive Reading The act of comprehending graphics includes the linguistic performance of oral or written interpretations, comments, questions, etc. This implies a process of information transfer from one skill to another, in this case, from reading verbal/nonverbal information to speaking/writing.
Designing Assessment Tasks: Extensive Reading
Extensive Reading it involves somewhat longer texts. Journal articles, technical reports, longer essays, short stories and books fall into this category. reading of this type of discourse almost always involves a focus on meaning using mostly top-down processing, with only occasional use of targeted bottom-up strategy.
Extensive Reading Tasks that can be applied in extensive reading: impromptu reading plus comprehension questions short answer tasks editing scanning ordering information transfer and interpretation (discussed under graphics)
Extensive Reading SKIMMING TASKS - it is the process of rapid coverage of reading matter to determine its gist or main idea. - it is a prediction strategy used to give a reader a sense of topic and purpose of text, the organization of the text, the perspective or point of view of the writer, its case or difficulty and its usefulness to the reader.
Extensive Reading Skimming Task The test-taker skims the text and answer the following questions. What is the main idea of this text? What is the author’s purpose in writing the text? What kind of writing is this (newspaper, article, manual, novel, etc.)? What type of writing is this (expository, technical, narrative, etc.)? How easy or difficult do you think this text will be? What do you think you will learn from the text? How useful will the text be for your (profession, academic needs, interests)?
Extensive Reading SUMMARIZING AND RESPONDING SUMMARIZING - it requires a synopsis or overview of the text. Directions for Summarizing Write a summary of the text. Your summary should be about one paragraph in length (100-150 words) and should include your understanding of the main idea and supporting ideas.
Extensive Reading Evaluating summaries is difficult. Criteria for assessing a summary (Imao, 2001, p. 184) 1. Expresses accurately the main idea and supporting ideas. 2. Is written in the student’s own words; occasional vocabulary from the original text is acceptable. 3. Is logically organized. 4. Displays facility in the use of language to clearly express ideas in the text.
Extensive Reading RESPONDING - it asks the reader to provide his/her own opinion on the text as a whole or on some statement or issue within it. Directions for Responding In the article “Poisoning the Air We Breathe”, the author suggests that a global dependence on fossil fuels will eventually make air in large cities toxic. Write an essay in which you agree or disagree with the author’s thesis. Support your opinion with information from the article and from your own experience.
Extensive Reading Scoring is also difficult in responding because of the subjectivity Holistic Scoring scale for summarizing and responding 3 Demonstrate clear, unambiguous comprehension of the main and supporting ideas. 2 Demonstrates comprehension of the main idea but lacks comprehension of some supporting ideas. 1 Demonstrates only a partial comprehension of the main and supporting ideas. 0 Demonstrates no comprehension of the main and supporting ideas.
Extensive Reading NOTE-TAKING and OUTLINING - they fall on the category of informal assessment - their utility is in the strategic training that learners gain in retaining information through marginal notes that highlight key information or organizational outlines that put supporting ideas into a visually manageable framework.
Source: http://www.scribd.com./doc/4826 5974/LT-ASSESSMENT-READING
Thank you and have a nice day!!! Lady Jana D. Mantuano E3A-Asselit

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Assessment in literature- testing reading

  • 1.
  • 2.
    Reading, the mostessential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
  • 3.
    Two primary hurdlesmust be cleared in order to become efficient readers: a. be able to master fundamental bottom up strategies for processing separate letters, words and phrases, as well as top-down, conceptually driven strategies for comprehension. b. as part of the top-down approach, second language readers must develop appropriate content and format schemata—background information and cultural experience—to carry out those interpretations effectively.
  • 4.
    The assessment ofreading ability does not end with the measurement of comprehension. Strategic pathways to full understanding are often important factors to include in assessing learners, especially in the case of most classroom assessments that are formative in nature. All assessment of reading must be carried out by inference.
  • 5.
    GENRES OF READING 1.Academic Reading general interest articles (in magazines, newspapers) technical reports (e.g., lab reports), professional journal articles reference material (dictionaries) textbooks. theses essays, papers test directions editorials and opinion writing
  • 6.
    GENRES OF READING 2.Job-related Reading messages (e.g., phone messages) letters/emails memos (e.g., interoffice) reports (e.g., job evaluations, project reports) schedules, labels, signs, announcements forms, applications, questionnaires financial documents (bills, invoices) directories (telephone, office) manuals, directions
  • 7.
    GENRES OF READING 3.Personal Reading newspapers and magazines letters, emails, greeting cards, invitations messages, notes, lists schedules (train, bus, plane) recipes, menus, maps, calendars advertisements (commercials, want ads) novels, short stories, jokes, drama, poetry financial documents (e.g., checks, tax forms, loan applications) forms, questionnaires, medical reports, immigration documents comic strips, cartoons
  • 8.
    Importance of Genresof Reading It enables the readers to apply certain schemata that will assist them in extracting appropriate meaning. Efficient readers have to know what their purpose is in reading a text, the strategies for accomplishing that purpose and how to retain the information.
  • 9.
    Microskills for Reading 1.Discriminate among the distinctive graphemes and orthographic patterns of English. 2. Retain chunks of language of different lengths in short term memory. 3. Process writing at an efficient rate of speed to suit the purpose. 4. Recognize a core of words, and interpret word order patterns and their significance. 5. Recognize grammatical word classes (nouns, verbs), systems (tense, agreement, pluralization), patterns, rules and elliptical forms. 6. Recognize that a particular meaning may be expressed in different grammatical forms. 7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
  • 10.
    Macroskills for Reading 1.Recognize the rhetorical forms of written discourse and their significance for interpretation. 2. Recognize the communicative functions of written texts, according to form and purpose. 3. Infer context that is not explicit by using background knowledge. 4. From described events, ideas, etc., infer links and connections between events, deduce causes and effects and detect such relations as main idea, supporting idea, new information, given information, generalization and exemplification. 5. Distinguish between literal and implied meaning. 6. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. 7. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers…
  • 11.
    Some Principal Strategiesfor Reading Comprehension 1. Identify your purpose in reading a text. 2. Apply spelling rules and conventions for bottom-up decoding. 3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning. 4. Guess at meaning (of words, idioms, etc.) when you aren’t certain. 5. Skim the text for the gist and for main ideas. 6. Scan the text for specific information (names, dates, key words).
  • 12.
    Some Principal Strategiesfor Reading Comprehension 7. Use silent reading techniques for rapid processing. 8. Use marginal notes, outlines, charts, or semantic maps for understanding and retaining information. 9. Distinguish between literal and implied meanings. 10. Capitalize on discourse markers to process relationships.
  • 13.
    TYPES OF READING Perceptive - involve attending to the components of larger stretches discourse: letters, words, punctuation and other graphemic symbols. - bottom-up processing is implied.
  • 14.
    TYPES OF READING Selective - this is largely an artifact of assessment formats. -certain typical tasks are used such as picture-cued tasks, matching, true/false, multiple choice. - stimuli include sentences, brief paragraphs and simple charts and graphs. - brief responses are intended and a combination of bottom-up and top-down processing may be used.
  • 15.
    TYPES OF READING Interactive - include stretches of language of several paragraphs to one page or more in which the reader must interact with the text. - genres: anecdotes, short narratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes and the like. - focus: to identify relevant features (lexical, symbolic, grammatical and discourse) within texts of moderately short length with the objective of retaining the information that is processed.
  • 16.
    TYPES OF READING Extensive - it applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories and books. - purpose: to tap into a learner’s global understanding of a text, as opposed to asking test-takers to “zoom in” on small details. - Top-down processing is assumed for most extensive tasks.
  • 17.
    Designing Assessment Tasks: Perceptive Reading
  • 18.
    Perceptive Reading At the beginning level of reading a second language lies a set of tasks that are fundamental and basic: recognition of alphabetic symbols, capitalized and lowercase letters, punctuation, words and grapheme-phoneme correspondences. LITERACY tasks: implying that learner is in the early stages of becoming “literate”.
  • 19.
    Perceptive Reading READINGALOUD - the test taker sees separate letters, words and/or short sentences and reads them aloud, one by one, in the presence of an administrator. - any recognizable oral approximation of the target response is considered correct.
  • 20.
    Perceptive Reading WRITTEN RESPONSE - the same stimuli is presented, and the test taker’s task is to reproduce the probe in writing. - evaluation of the test taker’s response must be carefully treated.
  • 21.
    Perceptive Reading MULTIPLECHOICE Grapheme recognition task Test takers read: Circle the “odd” item, the one that doesn’t “belong”. 1. piece peace piece 2. book book boot
  • 22.
    Perceptive Reading Minimal pairdistinction Test takers read: Circle “S” for same or “D” for different. 1. led let S D 2. bit bit S D 3. seat set S D 4. too to S D
  • 23.
    Perceptive Reading PITURE-CUEDITEMS - test takers are shown a picture along with a written text and are given possible tasks to perform.
  • 24.
    Perceptive Reading A. B. Picture-cued matching word identification Test Takers read: 1. washing the dishes ____ C. D. 2. chatting with a friend ____ 3. studying the lesson ____ 4. washing the clothes ____
  • 25.
    Designing Assessment Tasks: Selective Reading
  • 26.
    Selective Reading focus on formal aspects of language (lexical, grammatical and a few discourse features). it includes what many incorrectly think of as testing “vocabulary and grammar”.
  • 27.
    Selective Reading MULTIPLE CHOICE Multiple-choice vocabulary/grammar tasks 1. He’s not married. He’s __________. A. young B. single C. first D. a husband 2. If there’s no doorbell, please __________ on the door. A. kneel B. type C. knock D. shout
  • 28.
    Selective Reading 3. Themouse is __________ the bed. A. under B. around C. between 4. The bank robbery occurred __________ I was in the restroom. A. that B. during C. while D. which
  • 29.
    Selective Reading Contextualized multiple-choicevocabulary/grammar tasks 1. Oscar: Do you like champagne? Lucy: No. I can’t __________. A. stand B. prefer C. hate 2. Manager: Do you like to work by yourself? Employee: Yes, I like to work __________. A. independently B. definitely C. impatiently
  • 30.
    Selective Reading Multiple-choice clozevocabulary/grammar tasks I’ve lived in the United States (21) _____ three years. I (22) _____ live in Costa Rica. I (23) _____ speak any English. I used to (24)_____ homesick, but now I enjoy (25) _____ here. I never (26) _____ back home (27) _____ I came to the United States, but I might (28) _____ to visit my family soon. 21. A. since 23. A. couldn’t 25. A. live 27. A. when B. for B. could B. to live B. while C. during C. can C. living C. since 22. A. used to 24. A. been 26. A. be 28. A. go B. use to B. be B. been B. will go C. was C. being C. was C. going
  • 31.
    Selective Reading MATCHING TASKS Vocabulary matching task Write in the letter of the definition on the right that matches the word on the left. ____1. exhausted a. unhappy ____2. disappointed b. understanding of others ____3. enthusiastic c. tired ____4. empathetic d. excited
  • 32.
    Selective Reading Selected responsefill-in vocabulary task 1. At the end of the long race, the runners were totally _____. 2. My parents were _____ with my bad performance on the final exam. 3. Everyone in the office was _____ about the new salary raises. 4. The _____ listening of the counselor made Christina feel well understood. Choose from among the following: disappointed empathetic exhausted enthusiastic
  • 33.
    Selective Reading Matching task ADVANTAGE DISADVANTAGE - it offers an alternative - it become more of a to traditional multiple- puzzle-solving process choice or fill in the blank than a genuine test of formats and are easier to comprehension as test- construct than multiple takers struggle with the choice item. search for a match.
  • 34.
    Selective Reading EDITING TASKS -editingfor grammatical or rhetorical errors is a widely used test method for assessing linguistic competence in reading. - it does not only focus on grammar but also introduces a simulation of the authentic task of editing or discerning errors in written passages.
  • 35.
    Selective Reading Multiple-choice grammarediting task (Phillips,2001, p. 219) Choose the letter of the underlined word that is not correct. 1. The abrasively action of the wind wears away softer layers of rock. A B C D 2. There are two way of making a gas condense: cooling it or putting it A B C D under pressure. 3. Researchers have discovered that the application of bright light can A B sometimes be uses to overcome jet lag. C D
  • 36.
    Selective Reading PICTURE-CUED TASKS Multiple-choice picture-cued response (Phillips, 2001, p. 276) Carlo has a bar of chocolate. He gives half a bar of chocolate to his brother. See the following four pictures. Choose the picture that shows the relative amount of chocolate left to Carlo. A. B. C. D.
  • 37.
    Selective Reading Diagram-labeling task bathtub sink toothbrush mirror soap toothpaste shower toilet towel
  • 38.
    Selective Reading GAP-FILLING TASKS -theresponse is to write a word or phrase. -to create sentence completion items where test-takers read part of a sentence and then complete it by writing a phrase.
  • 39.
    Selective Reading Sentence Completiontask Oscar: Doctor, what should I do if I get sick? Doctor: It is best to stay home and ________________. If you have a fever, ______________________. You should drink as much _________________. The worst thing you can do is _______________. You should also __________________________.
  • 40.
    Selective Reading Gap Filling Task DISADVANTAGE It has a questionable assessment of reading ability. The task requires both reading and writing performance, thus, rendering it of low validity in isolating reading as the sole criterion. Scoring the variety of creative responses that are likely to appear is another drawback. A number of judgment is needed on what comprises a correct response.
  • 41.
    Designing Assessment Tasks: Interactive Reading
  • 42.
    Interactive Reading tasks at this level have a combination of form- focused and meaning-focused objectives but with more emphasis on meaning. it implies a little more focus on top-down processing than on bottom-up. texts are a little longer from a paragraph to as much as a page or so in the case of ordinary prose. Charts, graphs and other graphics are somewhat complex in their format.
  • 43.
    Interactive Reading CLOZETASKS -the ability to fill in gaps in an incomplete image (visual, auditory or cognitive) and supply (from background schemata) omitted details. -cloze tests are usually a minimum of two paragraphs in length in order to account for discourse expectancies.
  • 44.
    Interactive Reading CLOZE TASKS -typically, every seventh word (plus or minus two) is deleted (known as fixed-ratio deletion) but many cloze test designers instead use a rational deletion procedure of choosing deletions according to the grammatical or discourse functions of the words.
  • 45.
    Interactive Reading Two approaches to the scoring of cloze test Exact word method- gives credit to test- takers only if they insert the exact word that was originally deleted. Appropriate word method- gives credit to the test-taker for supplying any word that is grammatically correct and that makes good sense in the context.
  • 46.
    Interactive Reading Cloze procedure,fixed ratio deletion (every seventh word) The recognition that one’s feelings of (1) ____ and unhappiness can coexist much like (2) ____ and hate in a close relationship (3) ____ offer valuable clues on how to (4) ____ a happier life. It suggests, for (5) ____ that changing or avoiding things that (6) ____ you miserable may well make you (7) ____ miserable but probably no happier.
  • 47.
    Interactive Reading Cloze procedure,rational deletion (prepositions and conjunctions) The recognition that one’s feelings (1) ____ happiness (2) ____ unhappiness can coexist much like love and hate (3) ____ a close relationship may offer valuable clues (4) ____ how to lead a happier life. It suggests, (5) ____ example, that changing (6) ____ avoiding things that make you miserable may well make you less miserable (7) ____ probably no happier.
  • 48.
    Interactive Reading Variations on Standard Cloze Testing C-test- the second half (according to the number of letters) of every other word is obliterated and the test-taker must restore each word. Cloze-elide procedure- it inserts words into a text that do not belong. The test-taker’s task is to detect and cross out the “intrusive” words. * Cloze-elide procedure is actually a test of reading speed and not of proofreading skill.
  • 49.
    Interactive Reading * Cloze-elideprocedure is actually a test of reading speed and not of proofreading skill. DISADVANTAGES Neither the words to insert nor the frequency of insertion appears to have any rationale. Fast and efficient readers are not adept at detecting the intrusive words. Good readers naturally weed out such potential interruptions.
  • 50.
    Interactive Reading IMPROMPTU READING PLUS COMPREHENSION QUESTIONS -the traditional “Read a passage and answer some questions” technique which is the oldest and the most common. -Examples: Reading comprehension passage (Phillips, 2001, pp. 421-422) and Computer-based TOEFL* reading comprehension item.
  • 51.
    Interactive Reading SHORT-ANSWER TASKS -a reading passage is presented and the test-taker reads questions that must be answered in a sentence or two. Open-ended reading comprehension questions 1. What do you think is the main idea of this passage? 2. What would you infer from the passage about the future of air travel? 3. In line 6, the word sensation is used. From the context, what do you think this word means? 4. Why do you think the airlines have recently experienced a decline?
  • 52.
    Interactive Reading EDITING(LONGER TEXTS) ADVANTAGES authenticity is increased. the task simulates proofreading one’s own essay, where it is imperative to find and correct errors. if the test is connected to a specific curriculum, the test designer can draw up specifications for a number of grammatical and rhetorical categories that match the content of the courses.
  • 53.
    Interactive Reading SCANNING -it is a strategy used by all readers to find relevant information in a test. -test-takers are presented with a text (prose or something in a chart or graph format) and requiring rapid identification of relevant bits of information.
  • 54.
    Interactive Reading SCANNING -possible stimuli include: a one to two page news article an essay a chapter in a textbook a technical report a table or chart depicting some research findings an application form
  • 55.
    Interactive Reading SCANNING -the test-taker must locate: a date, name or place in an article; The setting for a narrative story; the principal divisions of a chapter; the principal research finding in a technical report; a result reported in a specified cell in a table; the cost of an item on a menu; and specified data needed to fill out an application.
  • 56.
    Interactive Reading ORDERING TASKS - sometimes called the “strip story” technique. - variations on this can serve as an assessment of overall global understanding of a story and of the cohesive devices that signal the order of events or ideas.
  • 57.
    Interactive Reading Sentence-ordering task Itwas almost midnight. John was still awake because he did not have to get up early in the morning. His favorite actor’s movie on TV had just finished. The bell rang. He opened the door. It was his flat-mate, Tom. He had forgotten his keys at home in the morning. He seemed too tired to chat with John so he went to bed as soon as possible. John felt lonely and decided to go to bed. He went to the bathroom and brushed his teeth. When he came into his bedroom, he noticed some candies on the table. He ate a few of them. The candies reminded him of his childhood. Since he did not want to sleep, he decided to look at some old photos. He felt sad when he saw his ex-girlfriend Laura in a photo. He remembered the days they had spent together. He checked his watch and went to bed.
  • 58.
    Interactive Reading Sentence-ordering task Putthe scrambled sentences into the correct order that they happened. (…..) A. John ate some candies. (…..) B. John felt sad. (…..) C. Tom went to bed and John felt lonely. (…..) D. John watched a film on TV. (…..) E. John remembered his childhood. (…..) F. The bell rang and Tom came home. (…..) G. John looked at the photos. (…..) H. John brushed his teeth.
  • 59.
    Interactive Reading INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS - it requires not only an understanding of the graphic and verbal conventions of the medium but also a linguistic ability to interpret the information to someone else. - it is often accompanied by oral or written discourse in order to convey, clarify, question, argue and debate, among other linguistic functions.
  • 60.
    Interactive Reading INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS -to comprehend information in this medium, learners must be able to: comprehend specific conventions of the various types of graphics; comprehend labels, headings, numbers and symbols; comprehend the possible relationships among elements of the graphic; and make inferences that are not presented overtly.
  • 61.
    Interactive Reading The actof comprehending graphics includes the linguistic performance of oral or written interpretations, comments, questions, etc. This implies a process of information transfer from one skill to another, in this case, from reading verbal/nonverbal information to speaking/writing.
  • 62.
    Designing Assessment Tasks: Extensive Reading
  • 63.
    Extensive Reading it involves somewhat longer texts. Journal articles, technical reports, longer essays, short stories and books fall into this category. reading of this type of discourse almost always involves a focus on meaning using mostly top-down processing, with only occasional use of targeted bottom-up strategy.
  • 64.
    Extensive Reading Tasks thatcan be applied in extensive reading: impromptu reading plus comprehension questions short answer tasks editing scanning ordering information transfer and interpretation (discussed under graphics)
  • 65.
    Extensive Reading SKIMMING TASKS - it is the process of rapid coverage of reading matter to determine its gist or main idea. - it is a prediction strategy used to give a reader a sense of topic and purpose of text, the organization of the text, the perspective or point of view of the writer, its case or difficulty and its usefulness to the reader.
  • 66.
    Extensive Reading SkimmingTask The test-taker skims the text and answer the following questions. What is the main idea of this text? What is the author’s purpose in writing the text? What kind of writing is this (newspaper, article, manual, novel, etc.)? What type of writing is this (expository, technical, narrative, etc.)? How easy or difficult do you think this text will be? What do you think you will learn from the text? How useful will the text be for your (profession, academic needs, interests)?
  • 67.
    Extensive Reading SUMMARIZING AND RESPONDING SUMMARIZING - it requires a synopsis or overview of the text. Directions for Summarizing Write a summary of the text. Your summary should be about one paragraph in length (100-150 words) and should include your understanding of the main idea and supporting ideas.
  • 68.
    Extensive Reading Evaluating summariesis difficult. Criteria for assessing a summary (Imao, 2001, p. 184) 1. Expresses accurately the main idea and supporting ideas. 2. Is written in the student’s own words; occasional vocabulary from the original text is acceptable. 3. Is logically organized. 4. Displays facility in the use of language to clearly express ideas in the text.
  • 69.
    Extensive Reading RESPONDING -it asks the reader to provide his/her own opinion on the text as a whole or on some statement or issue within it. Directions for Responding In the article “Poisoning the Air We Breathe”, the author suggests that a global dependence on fossil fuels will eventually make air in large cities toxic. Write an essay in which you agree or disagree with the author’s thesis. Support your opinion with information from the article and from your own experience.
  • 70.
    Extensive Reading Scoringis also difficult in responding because of the subjectivity Holistic Scoring scale for summarizing and responding 3 Demonstrate clear, unambiguous comprehension of the main and supporting ideas. 2 Demonstrates comprehension of the main idea but lacks comprehension of some supporting ideas. 1 Demonstrates only a partial comprehension of the main and supporting ideas. 0 Demonstrates no comprehension of the main and supporting ideas.
  • 71.
    Extensive Reading NOTE-TAKING and OUTLINING - they fall on the category of informal assessment - their utility is in the strategic training that learners gain in retaining information through marginal notes that highlight key information or organizational outlines that put supporting ideas into a visually manageable framework.
  • 72.
  • 73.
    Thank you and have a nice day!!! Lady Jana D. Mantuano E3A-Asselit