Lg Assessment

8/3/2019 Lg Assessment

1/28


2/28


3/28

Definition of Reading*Reading is understanding the meaning of printed

or written material.

*Reading readiness encompasses prerequisite skills

*Further reading skills include the following:*Reading Recognition- correctly pronouncing a

word

*Reading Comprehension- understanding andattaching meaning to written material.

*Silent Reading- relies on special skills assessed

from other types of reading.


4/28

Why Do We Assess the Reading ?~ The overall goal of reading assessment is to

inform the teaching and learning process.

~ Reading assessment helps screen students who

may have deficits in reading identify and place

students with reading disabilities, plan reading

instruction and intervention programs, identify

present levels of reading performance, assess

student progress in reading, and monitor theeffectiveness of reading programs.


5/28

Reading Genres (Brown, 2004)

1. Academic reading

general interest articles (in magazines, newspaper, etc.)

technical reports (e.g., lab reports), professional journal

articles

references material (dictionaries, etc.)

textbooks, theses

essays, papers

test directions

editorials and opinion writing


6/28

2. Job-related

messages (e.g., phone messages)

letters/emails

memos (e.g., interoffice)

reports (e.g., job evaluations, project reports)schedules, labels, signs, announcement

forms applications, questionnaires

financial documents (bill, invoice, etc.)

directories (telephone, office, etc.)

manuals, directions


7/28

3. Personal reading

newspapers and magazines

letters, emails, greeting cards, invitations

messages, notes, lists

schedules (train, bus, plane, etc.)

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


8/28

Besides the reading genres, the

micro- and macro skills representthe spectrum of possibilities for

objectives in the assessment ofreading comprehension

(Brown, 2004: pp.187-188)


9/28

Reading Strategies (1)

Bottom-up processing (decoding) whichemploys micro-skills

Discrimination of graphemes & orthographicpatterns

Recognition & interpretation of words, wordclasses, patterns, rules, etc.

Cohesive devicesMaking use of formal schema to decode the

written text


10/28

Reading Strategies (2)

Top-down processing which employs

macro-skills

Recognition of rhetorical forms andcommunicative functions

Using background knowledge to make

inferencesScanning and skimming, guessing meaning

of words from context, activating relevant

schemata


11/28

Types of Reading Tasks (1)

Perceptive:

Bottom-up processingDecoding letters, words, grapheme symbols,

etc.

Reading aloud, picture-cued word or sentenceidentification, etc. (Brown 190-93)


12/28


Selective:

A combo of bottom-up and top-down

processingFormal (lexical and grammatical) aspects

of language

Formats including multiple-choice,matching, gap-filling


13/28


Interactive:Top-down processing (with some instances of

bottom-up)

More lengthy reading where the reader mustinteract with the text

A process of negotiating meaning

Both form-focused and meaning-focused (but

more emphasis on meaning comprehension)Cloze, comprehension Qs, editing, short answers,

scanning, ordering, info. transfer (graphicsinterpretation)


14/28


Extensive:

Top-down processing

Global understanding of a text

Skimming, summarizing and responding,

note-taking and outlining


15/28

Criteria for assessing a summary

(lmao, 2001, p.184)1. Express accurately the main idea and

supporting ideas.

2. Is written in the students 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.


16/28

Holistic scoring for summarizing

and responding to reading3. Demonstrates clearly, 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


17/28

Now Im going to tell you

about the WritingAssessment.


18/28

Writing Genres

1. Academic writing

papers and general subject reports

essays, compositions

academically focused journals

short-answer rest responses

technical reports (e.g., reports)

theses, dissertations


19/28

2. Job-related writing

messages (e.g., phone messages)

letters/emails

memos (e.g., interoffice)

reports (e.g., job evaluations, project reports)

schedules, labels, signs

advertisements, announcements

manuals


20/28

3. Personal reading

letters, emails, greeting cards, invitationsmessages, notes,

calendar entries, shopping lists, reminders

financial documents (e.g., checks, tax forms, loan

applications)

forms, questionnaires, medical reports, immigrationdocuments diaries, personal journals fiction (e.g.,

short stories, poetry)


21/28

Types of Writing performance

(1). Imitative

to spell correctly

to perceive phoneme-grapheme

correspondences

trying to master the mechanics of writing

context and meaning are secondary concern

form is the primary


22/28

(2.) Intensive

it is the production of short and simple ofwritten text

Examples:

dictation of phrases/simple sentences

dicto-comp

picture description

short-answer questions

sentence completion tasks


23/28

(3) Responsive

the tasks require a response to a prompt

within a structured framework

Examples:

paraphrasing

guided writing (question/answer)

responding to charts, graphs, diagrams

responding to a reading or lecture


24/28

(4) Extensive

the tasks include different purposes and various

genre

Examples:

essay writing tasks

different types of writing (narrative,

descriptive, argumentative, persuasive, etc.)

task in genres of writing (lab reports,

opinion essays, research paper, etc.)


25/28

Microskills1. product graphemes and orthographic patterns of English

2. Produce writing at an efficient rate of speed to suit the

purpose.

3. Produce an acceptable core of words and use appropriate

word order patterns

4. Use acceptable grammatical systems system (e.g., tense,

agreement, pluralization), patterns, rules

5. Express a particular meaning in different grammatical

forms.

6. Use cohesive devices in written discourse


26/28

Macroskills1. Use the rhetorical forms and conventions of written discourse

2. Appropriately accomplish the communicative functions of writtentexts, according to form and purpose

3. Convey links connections between events, and communicative such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification

4. Distinguish between literal and implied meanings when writing

5. Correctly convey culturally specific references in a context of the

written text

6. Develop and use a battery of writing strategies, such as accurately

assessing the audiences interpretation, using prewriting devices,

writing with fluency in the first drafts, using paraphrases and

synonyms, soliciting peer and instructor feedback, and using feedback


27/28

Scale for writing assessment

6. Demonstrates clear competence in writingon both the rhetorical and syntactic levels,

though it may have occasional errors

5. Demonstrates competence in writing on

both the rhetorical and syntactic levels,

though it will probably have occasional

errors

4. Demonstrates minimal competence in

writing on both the rhetorical and syntactic

levels,


28/28

3. Demonstrates some developing competence

in writing, but it remains flawed on either

the rhetorical and syntactic levels, or both

2. Suggest incompetence in writing

1. Demonstrates in competence in writing

0. A paper is rated 0 if it contains no

response, merely copies the topic, is off-

topic, is written in a foreign language, or

consists only of keystroke characters.

Lg Assessment

Documents

Transcript of Lg Assessment