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.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
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The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
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The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Teachers can monitor and assess student engagement with readingwinda kho
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Teachers can monitor and assess student engagement with reading by using informal and formative assessment processes to gauge studentsâ attitudes towards reading. This may be in the form of a reading conference.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. AGNETIA DIAN SAPUTRI (2201410017 1
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CHAPTER 8
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 schemataâbackground information and cultural experienceâto
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
ï¶ general interest articles (in magazines, newspapers)
ï¶ technical reports (e.g., lab reports), professional journal articles
ï¶ reference material (dictionaries)
ï¶ textbooks. theses
ï¶ essays, papers
ï¶ test directions
ï¶ editorials and opinion writing
2. Job-related Reading
ï¶ messages (e.g., phone messages)
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ï¶ letters/emails
ï¶ memos (e.g., interoffice)
ï¶ reports (e.g., job evaluations, project reports)
ï¶ schedules, labels, signs, announcements
ï¶ forms, applications, questionnaires
ï¶ financial documents (bills, invoices)
ï¶ directories (telephone, office)
ï¶ manuals, directions
3. Personal Reading
ï¶ newspapers and magazines
ï¶ letters, emails, greeting cards, invitations
ï¶ messages, notes, lists
ï¶ schedules (train, bus, plane)
ï¶ recipes, menus, maps, calendars
ï¶ advertisements (commercials, want ads)
ï¶ novels, short stories, jokes, drama, poetry
ï¶ financial documents (e.g., checks, tax forms, loan applications)
ï¶ forms, questionnaires, medical reports, immigration documents
ï¶ 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.
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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 markersâŠ
Some Principal Strategies for Reading Comprehension
1. Identify your purpose in reading a text.
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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 arenât certain.
5. Skim the text for the gist and for main ideas.
6. Scan the text for specific information (names, dates, key words).
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.
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.
Interactive
include stretches of language of several paragraphs to one page or more in which
the reader must interact with the text.
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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.
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 learnerâs global understanding of a text, as opposed to
asking test-takers to âzoom inâ on small details.
Top-down processing is assumed for most extensive tasks.
Designing Assessment Tasks: 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 âliterateâ.
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.
WRITTEN RESPONSE
- the same stimuli is presented, and the test takerâs task is to reproduce the probe in
writing.
- evaluation of the test takerâs response must be carefully treated.
MULTIPLE CHOICE
1. Grapheme recognition task
2. Minimal pair distinction
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PITURE-CUED ITEMS
test takers are shown a picture along with a written text and are given possible tasks to
perform.
1. Picture-cued matching word identification
Designing Assessment Tasks: Selective Reading
Selective Reading
ï¶
ï¶
focus on formal aspects of language (lexical, grammatical and a few discourse features).
it includes what many incorrectly think of as testing âvocabulary and grammarâ.
MULTIPLE CHOICE
1. Multiple-choice vocabulary/grammar tasks
2. Contextualized multiple-choice vocabulary/grammar tasks
3. Multiple-choice cloze vocabulary/grammar tasks
MATCHING TASKS
1. Vocabulary matching task
2. Selected response fill-in vocabulary task
3. Matching task
ADVANTAGES
- it offers an alternative to traditional
multiple-choice or fill in the blank formats
and are easier to construct than multiple
choice item.
DISADVANTAGES
- it become more of a puzzle-solving
process than a genuine test of
comprehension as test-takers struggle with
the search for a match.
EDITING TASKS
-editing for grammatical or rhetorical errors is a widely used test method for assessing
linguistic competence in reading.
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- it does not only focus on grammar but also introduces a simulation of the authentic
task of editing or discerning errors in written passages.
PICTURE-CUED TASKS
Diagram-labeling task
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.
Sentence Completion task
Gap Filling Task
DISADVANTAGES
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
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.
CLOZE TASKS
The ability to fill in gaps in an incomplete image (visual, auditory or cognitive)
and supply (from background schemata) omitted details.
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cloze tests are usually a minimum of two paragraphs in length in order to
account for discourse expectancies.
typically, every seventh word (plus or minus two) is deleted (known as fixedratio 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.
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.
1. Cloze procedure, fixed ratio deletion (every seventh word)
2. Cloze procedure, rational deletion (prepositions and conjunctions)
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-takerâs
task is to detect and cross out the âintrusiveâ words.
Cloze-elide procedure is actually a test of reading speed and not of proofreading skill.
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.
IMPROMPTU READING PLUS COMPREHENSION QUESTIONS
The traditional âRead a passage and answer some questionsâ 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.
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SHORT-ANSWER TASKS
A reading passage is presented and the test-taker reads questions that must be
answered in a sentence or two.
1. Open-ended reading comprehension questions
EDITING (LONGER TEXTS)
ADVANTAGES
Authenticity is increased.
The task simulates proofreading oneâs 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.
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.
-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
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;
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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.
ORDERING TASKS
sometimes called the âstrip storyâ 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.
Sentence-ordering task
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.
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.
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
It involves somewhat longer texts. Journal articles, technical reports, longer
essays, short stories and books fall into this category.
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Reading of this type of discourse almost always involves a focus on meaning
using mostly top-down processing, with only occasional use of targeted bottomup strategy.
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)
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.
SUMMARIZING AND RESPONDING
SUMMARIZING
it requires a synopsis or overview of the text.
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.
Scoring is also difficult in responding because of the subjectivity
Holistic Scoring scale for summarizing and responding
3
2
Demonstrate clear, unambiguous comprehension of the main
and supporting ideas.
Demonstrates comprehension of the main idea but lacks comprehension of some
supporting ideas.
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1
0
Demonstrates only a partial comprehension of the main and
Demonstrates no comprehension of the main and supporting
supporting ideas.
ideas.
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.