Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students and use portfolios to monitor progress over time. The goal is a well-rounded evaluation of decoding, comprehension, and student attitudes towards reading.

1. By Diana Marcela Murcia
Horasis Toro Vargas
Omar Cruz

2. What is reading assessment?
 Is a process in which teachers use to measure the
reading and comprehension skills of students.
 It requires planning and organization such as:

3. Identify the purpose.
 Studying, evaluating, or diagnosing sts reading
behavior.
 Monitoring student progress.
 Identifying learners` needs.
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4. Plan for assessment
After having identified the assessment
purpose………
Different types of reading assessment activities.
October 18, 2005 Copyright: Sarah L Swart, 2005. 4

5. Reading activity assessment.
Skill/ behavior
Reading Assessed
Proficiency Individual/ Age/grade
activity level Pair/Group Level
assessment
•Reading
•Retelling comprehension All Individual, pair All
•Reading skills
•Checklists •R. Comprehension All Individual, group. All
strategies.
•Reading skills
•Anecdotal records •R. Comprehension All Individual All
strategies.
•Reading skills. Intermediate, Individual, group Adults
•Close tests advanced
•Reading
Comprehension
•Reading logs •Response to All Individual All
literature.
•Choice in reading.

6. Involve Students
 Self-Assessment: is the process of looking at oneself in
order to assess aspects that are important to one's identity.
 What have I learned about reading in the class?
 How do I feel about reading?
 What do I need to improve in reading?
 How do I read?

7. Involve Students
 Peer assessment: is the assessment of student work by other
students. This might be used for formative feedback or summative
grading purposes.
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8. Develop Rubrics or Scoring Procedures.

9. SET STANDARDS
 Standars for reading comprehension can be set by establishing cut-off scores on a
scoring rubric or rating scale.
 There are three levels:
 Novice
 Intermediate
 Advanced
 Sub-categories
 Expanding
 Bridging

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10. SELECT ASSESSMENT
ACTIVITIES
 Assessment of reading should be embedded in activities for teaching
reading.
 Instructional activities
 Retelling
 Reading logs
 Literature respose logs/ jornals
 Literature discussion group
 Cloze tests
 Text with comprehension questions
 Reciprocal teaching
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11. Pa had to Walk to
In the town with his big
woods. bundle of furs, but
It was he couldn´t take
Snowing. Title his gun.
little house in the
big wood.
Author
l.i. Wilde
He would
walk fast.
Pa He would
Ma return soon.

12. Title Author Date I Date I How i feel about it:
Began Finished
Reading: Reading:
Gorilla 4/16/95 4/18/95 This book is abat a lit to gile
that wats to se a re gaela then
her fader bot her a toy garila
That he gu and gu and gu and
to a ril gorila o wel i lob the
story.
Matthews Leo Leone 6/8/95 6/9/95 I likd the part wen Matthews
was in hes drean
Dream I like ol of the ameizen
pekchers and Matthews paiten
in to. Thes book is abat a moos
tha waders what he wat to be
and he does no want he wats to
be. a paiter

13. LITERATURE RESPONSE
LOGS/JOURNALS
 Research show the responding to literature helps students become
better readers. With literature response logs, students respond in
writing to materials they have read.
 LITERATURE DISCUSSION GROUPS
Literature discussion groups are heterogeneous small group(five to
eight students), student-directed, and teacher-guided discussions that
occur while students are in the process of reading a book(Hill and
Ruptic 1994; Routman 1994).
 CLOZE TESTS
These are reading passages with blanks represententing words which
have been deleted from the original text the blanks which are filled in
by the teacher
Copyright: Sarah L Swart, 2005. 13

14.  TEXTS WITH COMPREHENSION QUESTIONS
The mayority of teachers are familiar with asking questions to
determine comprehension of reading passages. An idea shared with us
by an ESL Resource Teacher at the middle school level allows
immmediate identification of a student´s comprehension level with
specifict texts.
 RECIPROCAL TEACHING
Reciprocal teaching is an instructional approach designed in order to
increase reading comprehension by encouraging students to use
reading strategies.
Copyright: Sarah L Swart, 2005. 14

15. One of the most
effective ways for
teacher to assess a
student’s reading
comprehension is
through teacher
observation (Routman
1994).

16. TYPES OF TEACHER
OBSERVATION
 Think Alouds, probes
and interviews.
 Strategies checklist or
Rating scales.
 Miscue and Running
Records.
 Anecdotal Records.

17. READING/WRITING
PORTFOLIOS
Another great way to assess
or monitor the student’s
process is using portfolios.
With this assess technique
not also the teacher will see
the advance, but the
student will also have the
opportunity to assess
himself about his process.

18. CONCLUSIONS
 Activities for assessing
reading should be based on
activities for teaching
reading.
 Assessment of reading, like
instruction, takes planning,
time and experience.

19. CONCLUSIONS
 Assessment of reading
must include decoding
skills and reading
comprehension
strategies.
 Include student
attitudes and feelings
toward reading.