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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.
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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.
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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
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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
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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
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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)
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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
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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
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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)
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Types of Reading Tasks (2)
Selective:
A combo of bottom-up and top-down
processingFormal (lexical and grammatical) aspects
of language
Formats including multiple-choice,matching, gap-filling
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Types of Reading Tasks (3)
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)
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Types of Reading Tasks (4)
Extensive:
Top-down processing
Global understanding of a text
Skimming, summarizing and responding,
note-taking and outlining
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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.
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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
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Now Im going to tell you
about the WritingAssessment.
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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
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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
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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)
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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
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(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
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(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
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(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.)
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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
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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
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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,
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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.
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