This document discusses assessing reading skills and designing reading assessment tasks. It identifies key reading subskills like skimming, identifying main ideas, understanding sentences and components. When designing tasks, the document recommends determining the content and materials, conditions for students, and grading criteria. It suggests using a variety of authentic texts like newspapers, magazines and adapted materials with tables, graphs or advertisements. Questions should be written at a slightly lower level than passages and use positive statements and synonyms. Formats for tasks should focus on content over completion.

1. Chapter 3
Assessing Reading

2. Assess this skill is difficult because we don’t
know what students are thinking, but it is
important to mention what Ms Wright does. For
example use comprehension to scan, choose
different tests topics, variety of task types, let
students distinguish, treat grammar as
important as reading and others.

3. What are reading subs kills?
• Reading quickly to skim.
• Reading carefully the main ideas
• Understanding sentences
• Understanding components.

4. How to design a task?
• 1st what are the contents or materials that will
be covered
• 2nd the conditions, specifications, or specific
formats. Also if students will have the access
to the text.
• Last the grading criteria, or the specifications
that indicate how the assessment instrument
will be marked.

5. Texts
They can be purpose written, taken from
authentic material (newspapers, magazines,
brochures), or adapted, they include: tables,
graphs, schedules, advertisements, etc.

6. Questions
They should be written at a slightly lower level
than the reading passages, make positive
statements, and try to rephrase material using
synonyms.

7. Formats
Focus always on the content not on the
completion of the tasks.