Reading AssessmentReading Assessment

Group 8:Group 8:

Members:Members:

Chelsea, Jessie, Kevin, and MirandaChelsea, Jessie, Kevin, and Miranda

Principles & VariablesPrinciples & Variables

I.I. Reader variables (factors within the reReader variables (factors within the reader)ader)

A.A. Schemata and background Schemata and background

knowledgeknowledge

B.B. Reader’s skills and abilities Reader’s skills and abilities

C.C. Reader’s purpose in reading Reader’s purpose in reading

Principles & VariablesPrinciples & Variables

II.II. Text variables (aspects of the text)Text variables (aspects of the text)

A.A. Text topic and content Text topic and content

B.B. Text type and genre Text type and genre

C.C. Text organization Text organization

Question TypesQuestion Types

I.I. IntroductionIntroductionII.II. Traditional paper-and-pencil test Traditional paper-and-pencil test

(discrete-point vs. integrated)(discrete-point vs. integrated) A.A. Cloze Cloze 1.1. Strengths & Weaknesses Strengths & Weaknesses 2.2. Sample from cram school Sample from cram school B.B. Multiple-choice Multiple-choice 1.1. Strengths & Weaknesses Strengths & Weaknesses 2.2. Sample from cram school Sample from cram school

Questions TypesQuestions Types

III.III. Non-paper-and pencil testNon-paper-and pencil test

A.A. Read aloud Read aloud

B.B. Answer Questions on a passage Answer Questions on a passage

C.C. Notes from the classroom Notes from the classroom observationobservation

D.D. Group reviews/meetings Group reviews/meetings

E.E. Interviews/conference with students Interviews/conference with students

Works CitedWorks Cited

Alderson, J. Charles. Alderson, J. Charles. Assessing ReadingAssessing Reading. . UK: Cambridge University Press, 2000.UK: Cambridge University Press, 2000.Bailey, Kathleen M. Bailey, Kathleen M. Learning About Learning About Language Language Assessment: Dilemmas, Assessment: Dilemmas, Decisions, and DirectionsDecisions, and Directions. United . United States of America: Heinle & Heinle, States of America: Heinle & Heinle, 1998.1998. The Imitative English Test for JCEEThe Imitative English Test for JCEE. Liu-Yi Cram . Liu-Yi Cram School: 1990.School: 1990.

Variables that affect the Variables that affect the nature of readingnature of reading

Reader VariablesReader Variables(factors within the reader)(factors within the reader)

Schemata and background Schemata and background knowledgeknowledge

The nature of the knowledge that readers have The nature of the knowledge that readers have will influence not only what they remember of will influence not only what they remember of text, but the product – their understanding of the text, but the product – their understanding of the text – and the way they process it.text – and the way they process it.

SchemataSchemata are seen as interlocking mental are seen as interlocking mental structures representing readers’ knowledge.structures representing readers’ knowledge.

When readers process text, they integrate the When readers process text, they integrate the new information from the text into their new information from the text into their preexisting schemata. More than that, their preexisting schemata. More than that, their schemata influence how they recognize schemata influence how they recognize information as well as how they store it.information as well as how they store it.

Formal schemata Formal schemata

knowledge of language and linguistic knowledge of language and linguistic

conventions, including knowledge of how conventions, including knowledge of how

texts are organized, and what main texts are organized, and what main

features of particular genres are.features of particular genres are.

Knowledge of languageKnowledge of language

A reader’s linguistic knowledge continues to A reader’s linguistic knowledge continues to develop with age and experience: vocabulary develop with age and experience: vocabulary size and depth develop, knowledge of the size and depth develop, knowledge of the conventions associated with particular types of conventions associated with particular types of text develops well into adulthood, and the ability text develops well into adulthood, and the ability to process the more complex linguistic structures to process the more complex linguistic structures associated especially with written language must associated especially with written language must inevitable develop with increasing literacy.inevitable develop with increasing literacy.

Unknown words will obviously affect Unknown words will obviously affect comprehension and take the pleasure out of comprehension and take the pleasure out of reading.reading.

Knowledge of languageKnowledge of language

Readers need to know 95% of the words in text Readers need to know 95% of the words in text to gain adequate comprehension and to be able to gain adequate comprehension and to be able to guess unknown words from context.to guess unknown words from context.

What learners need to know in order to read What learners need to know in order to read texts in their subject disciplines was knowledge texts in their subject disciplines was knowledge of the language of that discipline: initially lexis, of the language of that discipline: initially lexis, and then later syntactic and rhetorical features.and then later syntactic and rhetorical features.

Knowledge of genre / text typeKnowledge of genre / text type

Content schemata Content schemata

Readers need knowledge about the Readers need knowledge about the content of the passage to be able to content of the passage to be able to understand it. Such knowledge does not understand it. Such knowledge does not simply need to be available – it needs to simply need to be available – it needs to be activated by the reader, or the text, if it be activated by the reader, or the text, if it is to be used in accurate understanding.is to be used in accurate understanding.

Knowledge of subject matter / topicKnowledge of subject matter / topic

If one knows absolutely nothing about the topic If one knows absolutely nothing about the topic of a text, one will find it difficult to process.of a text, one will find it difficult to process.

Readers will find it easier to read texts in areas Readers will find it easier to read texts in areas they are familiar with, for example those they they are familiar with, for example those they have studied.have studied.

Subject matter familiarity.Subject matter familiarity. Some texts outside their subject disciplines Some texts outside their subject disciplines

proved easier to understand than texts within the proved easier to understand than texts within the disciplines, despite being of roughly equivalent disciplines, despite being of roughly equivalent difficulty.difficulty.

Knowledge of the worldKnowledge of the world

Background knowledge, or knowledge of Background knowledge, or knowledge of how the world works, has an effect is how the world works, has an effect is essential to reading.essential to reading.

ExampleExample: : The policeman held up his hand The policeman held up his hand and the car stopped.and the car stopped.

Assumed that the car has a driver, and a Assumed that the car has a driver, and a policeman holding up his hand is a signal policeman holding up his hand is a signal to the driver to stop the car.to the driver to stop the car.

Cultural knowledgeCultural knowledge

World knowledge typically refers to World knowledge typically refers to your your world – world – the way your world works. Such knowledge may the way your world works. Such knowledge may be limited.be limited.

Other people’s worlds may work differently due Other people’s worlds may work differently due to personal history and experiences unique to to personal history and experiences unique to one person.one person.

Subjects were able to recall more, and more Subjects were able to recall more, and more accurately, from the familiar setting than the accurately, from the familiar setting than the unfamiliar one.unfamiliar one.

Reading texts in unfamiliar cultural settings can Reading texts in unfamiliar cultural settings can result in difficulty of processing and recalling.result in difficulty of processing and recalling.

Reader skills and abilities Reader skills and abilities

Abilities to learn new knowledge and process Abilities to learn new knowledge and process information.information.

Much of reading is a general cognitive, problem-Much of reading is a general cognitive, problem-solving ability.solving ability.

SkillsSkills: recalling word meanings, drawing : recalling word meanings, drawing inferences from the content; recognizing a inferences from the content; recognizing a writer’s purpose, tone and mod; following the writer’s purpose, tone and mod; following the structure of the passage.structure of the passage.

Reader purpose in reading Reader purpose in reading

The reason you are reading a text will influence The reason you are reading a text will influence the way you read it, the skills you require or use, the way you read it, the skills you require or use, and the ultimate understanding and recall you and the ultimate understanding and recall you have of that text.have of that text.

Objectives that direct students’ attention to Objectives that direct students’ attention to aspects of text they would otherwise ignore have aspects of text they would otherwise ignore have been shown to be somewhat effective in been shown to be somewhat effective in enhancing comprehension.enhancing comprehension.

Students are encouraged to read the questions Students are encouraged to read the questions before they process text.before they process text.

Text VariablesText Variables(aspects of the text)(aspects of the text)

1.1. Text topic and contentText topic and content

2.2. Text type and genreText type and genre

3.3. Literary and non-literary Literary and non-literary textstexts

4.4. Text organizationText organization

1.Text topic and content1.Text topic and content

1.1 Concrete texts1.1 Concrete texts Describing real objects, events or Describing real objects, events or

activities imaginable, interestiactivities imaginable, interesting and readable.ng and readable.

1.2 Texts of everyday topics 1.2 Texts of everyday topics Located in familiar settings Located in familiar settings preferable and availablepreferable and available

1.Text topic and content1.Text topic and content 1.3 Non-specialized texts of 1.3 Non-specialized texts of empirical studiesempirical studies Arts, humanities and social Arts, humanities and social

science of stronger science of stronger possibility to read popular fiction, possibility to read popular fiction, journalism,advertisements and journalism,advertisements and simple expository prose than simple expository prose than scientific and technical textsscientific and technical texts

1.Text topic and content1.Text topic and content

1.4 Texts of moderate 1.4 Texts of moderate explicitly- stated informationexplicitly- stated information More clearly stated less inference More clearly stated less inference

is needed is needed ExceptionException: legal texts: legal texts texts texts

appeal to commonly held appeal to commonly held assumptions are easier to processassumptions are easier to process

2. Text type and genre2. Text type and genre 2.1 Narrative texts than2.1 Narrative texts than

expository ones are moreexpository ones are more

recommendedrecommended

Conventionalized text units,Conventionalized text units,

simpler story grammars,simpler story grammars,

‘ ‘seeing’ scenes in head seeing’ scenes in head

facilitate comprehensionfacilitate comprehension

3. Text organization3. Text organization

3.1 Two types3.1 Two types

Chronological orderingChronological ordering Texts organized according to the Texts organized according to the

sequence of eventssequence of events easier to easier to understandunderstand

3. Text organization3. Text organization

Spatial orderingSpatial ordering

Descriptions of objects that follow Descriptions of objects that follow a clear logical sequence, from a clear logical sequence, from outside in, or left to rightoutside in, or left to right

easier to recall and understandeasier to recall and understand

3. Text organization3. Text organization

3.2 Coherent texts are much3.2 Coherent texts are much easier to comprehendeasier to comprehend Texts presenting facts with little Texts presenting facts with little

explanation of relationships explanation of relationships between them enable readers between them enable readers to make many connecting to make many connecting inferences and induce schematainferences and induce schemata

3. Text organization3. Text organization

3.3 Texts with cohesive ties3.3 Texts with cohesive ties Lack of connectives may have weLack of connectives may have we

ak effects to make bridging infereak effects to make bridging inferences since conjunctions do facilitances since conjunctions do facilitate discourse processingte discourse processing

average-ability readers vs. less faaverage-ability readers vs. less familiar topics esp.miliar topics esp.

Question TypesQuestion Types──

Traditional paper-and-pencil testTraditional paper-and-pencil test

Cloze TypesCloze Types

Rational deletion ( selected deletion)‧Discrete-point testing‧Tends to test grammar abilities‧Strengths: § A better understanding of “what is tested” § Useful in the entrance exam‧Weaknesses § Poor reading comprehension § Only for the “test”

Cloze TypesCloze Types

Fixed ratio deletion (nFixed ratio deletion (nth th word deletion)word deletion)‧‧Integrative testingIntegrative testing‧‧Test one or more levels of languageTest one or more levels of language‧‧StrengthsStrengths § § Easy to designEasy to design § § Better reading comprehensionBetter reading comprehension‧‧WeaknessesWeaknesses §§ Too restrictive Too restrictive § § Hard to scoreHard to score

Sample of Cloze TestSample of Cloze Test

““Most airplane crashes occur unexpectedly during Most airplane crashes occur unexpectedly during takeoffs and landings. Although airplanes seldom break takeoffs and landings. Although airplanes seldom break up on impact, they generally up on impact, they generally (21) (21) immediately. Most immediately. Most fatalities are due to smoke fatalities are due to smoke (22) (22) (“The Imitative”).” (“The Imitative”).”

CC 21. (A) build a fire (B) set fire (C) catch fire (D) 21. (A) build a fire (B) set fire (C) catch fire (D) cease firecease fire D 22. (A) inhibition (B) exhibition (C) exhalation (D) D 22. (A) inhibition (B) exhibition (C) exhalation (D) inhalationinhalation

Sample of Cloze TestSample of Cloze Test

“ “Since crashes usually occur with little or no warning. It is Since crashes usually occur with little or no warning. It is best to prepare best to prepare (23) (23) for the unthinkable. After for the unthinkable. After (24) (24) an an airplane, study as much safety information as possible. airplane, study as much safety information as possible. (25) (25) the four emergency exists that are nearest to your seat and know the four emergency exists that are nearest to your seat and know how they operate. Instructions are printed on the safety how they operate. Instructions are printed on the safety information card which is located In the each seat-pocket. The information card which is located In the each seat-pocket. The card also provides valuable information about such things as card also provides valuable information about such things as flotation collars and life rafts flotation collars and life rafts (“The Imitative”)(“The Imitative”).”.”

A 23. (A) in advance (B) on purpose (C) right away (D) once A 23. (A) in advance (B) on purpose (C) right away (D) once in a blue moonin a blue moonA 24. (A) boarding (B) landing (C) embarking (D) A 24. (A) boarding (B) landing (C) embarking (D)

disembarkingdisembarkingB 25. (A)Located (B) Locate (C) locating (D) To locateB 25. (A)Located (B) Locate (C) locating (D) To locate

Multiple-choiceMultiple-choice

StrengthsStrengths‧Easy and fast to score‧Objectively‧Reduce the chance of guessing correct answer in

comparison to true-false items ‧Students’ preference WeaknessesWeaknesses‧Subjective judgment hides under the appearance

of objectiveness‧Hard to design

Sample of Multiple-choiceSample of Multiple-choice

““Have you ever told somebody one of the following “facts”?Have you ever told somebody one of the following “facts”?

“ “Some people never dream.” “Lightning never strikes in the same place tSome people never dream.” “Lightning never strikes in the same place twice.” “Until Columbus, everybody thought the world was flat.” “William Twice.” “Until Columbus, everybody thought the world was flat.” “William Tell shot an arrow through an apple on top of his son’s head.” “George Washiell shot an arrow through an apple on top of his son’s head.” “George Washington confessed to his father that he had cut down a cherry tree.”ngton confessed to his father that he had cut down a cherry tree.”

None of them is true! Everybody dreams every night; some people just can’t None of them is true! Everybody dreams every night; some people just can’t remember their dreams. The Eiffel Tower is just one example of a structure tremember their dreams. The Eiffel Tower is just one example of a structure that has been stuck many times by lightning. A thousand years before Columhat has been stuck many times by lightning. A thousand years before Columbus, there were scholars who, after much study, thought the world was round;bus, there were scholars who, after much study, thought the world was round; by Columbus’ time, most educated people agreed. That famous Swiss hero by Columbus’ time, most educated people agreed. That famous Swiss hero William Tell never existed! Legends about people shooting apples are commWilliam Tell never existed! Legends about people shooting apples are common in Switzerland and other countries. George Washington never cut down a on in Switzerland and other countries. George Washington never cut down a cherry tree— a writer of a biography about Washington invented that story. cherry tree— a writer of a biography about Washington invented that story.

Now, people often say that heroes can sleep standing up— but is this truNow, people often say that heroes can sleep standing up— but is this tru

e? e? (“The Imitative”)(“The Imitative”)””

Sample of Multiple-choiceSample of Multiple-choice

C 53. The best title isC 53. The best title is

(A) Facts Everyone Knows. (B) Remembering Dreams.(A) Facts Everyone Knows. (B) Remembering Dreams.

(C) “Facts” That Aren’t True. (D) Heroes of history(C) “Facts” That Aren’t True. (D) Heroes of history

A 54. The story about George Washington was made up byA 54. The story about George Washington was made up by

(A) a biographer. (B) Washington himself.(A) a biographer. (B) Washington himself.

(C) a Swiss storyteller (D) Washington’s father(C) a Swiss storyteller (D) Washington’s father

B 55. The story suggests that the answer to the last questionB 55. The story suggests that the answer to the last question

(A) is yes. (B) is no.(A) is yes. (B) is no.

(C) is well-known (D)cannot be proven.(C) is well-known (D)cannot be proven.

Non-paper-and-pencil Non-paper-and-pencil Reading Assessment: Reading Assessment:

Techniques used in the informal Techniques used in the informal assessment of readersassessment of readers

Techniques for instruction-based Techniques for instruction-based ongoing assessment of readers, ongoing assessment of readers, especially those who are learning to especially those who are learning to read, or those with particular reading read, or those with particular reading disability.disability.

1. Read Aloud: The learners need to read some 1. Read Aloud: The learners need to read some certain texts loudly. (Different from reading certain texts loudly. (Different from reading silently.)silently.)

Strength– Teacher can find which word or which Strength– Teacher can find which word or which part that students are not familiar with.part that students are not familiar with.

Weakness— Weakness— 1.Some learners or readers are too shy to perform 1.Some learners or readers are too shy to perform

well in public. well in public. 2. It is a subjective and impressionistic judgment to 2. It is a subjective and impressionistic judgment to

students.students.3. Teacher don’t know if students understand or 3. Teacher don’t know if students understand or

not.not.

2. 2. Answer the questions on a passage Answer the questions on a passage (possibly in pairs, orally): The teacher (possibly in pairs, orally): The teacher can ask learners some questions can ask learners some questions related to the texts.related to the texts.

Strength—It is easy to find out the Strength—It is easy to find out the learner’s abilities of reading learner’s abilities of reading comprehension. comprehension.

Weakness— The learners need time Weakness— The learners need time to response. It is sometimes time-to response. It is sometimes time-consuming.consuming.

3. 3. Notes from Classroom Observation: Teachers Notes from Classroom Observation: Teachers frequently keep records of their learners’ frequently keep records of their learners’ performance, based on observation and performance, based on observation and description of classroom behaviors. description of classroom behaviors.

Strength— Strength— 1.1. It is a fairly comprehensible profile and a It is a fairly comprehensible profile and a

record of monitored progress. record of monitored progress. 2.2. It is easy to see the improvement and reading It is easy to see the improvement and reading

diets of student (how much can they read diets of student (how much can they read during a particular period).during a particular period).

Weakness— It may include some subjective Weakness— It may include some subjective points of view from teacher to certain points of view from teacher to certain studentsstudents..

4. Group Reviews/Meetings: Forming some 4. Group Reviews/Meetings: Forming some groups to discuss the content of a groups to discuss the content of a passage. passage.

Strength— Strength— 1.1. It is one of the simplest and most It is one of the simplest and most

effective ways of obtaining a wealth of effective ways of obtaining a wealth of information.information.

2.2. It can help to solve individual difficulties. It can help to solve individual difficulties. Besides, students can learn better Besides, students can learn better reading habits or strategies from their reading habits or strategies from their peers. peers.

Weakness— Students can be misled by Weakness— Students can be misled by their group members.their group members.

5. Interviews/Conferences with students : 5. Interviews/Conferences with students :

Strength— It can reveal students’ reading disaStrength— It can reveal students’ reading disabilities or difficulties. bilities or difficulties.

Weakness— Weakness—

1.1. Contributions of group members may not be faiContributions of group members may not be fair. r.

2.2. Some people may not feel comfortable or easy Some people may not feel comfortable or easy to have conference with the teacher. to have conference with the teacher.

3.3. If the teacher asked too many closed questionIf the teacher asked too many closed questions, it would not be very useful for students’ readis, it would not be very useful for students’ reading comprehension. Open-ended and Wh-questng comprehension. Open-ended and Wh-questions are recommended.ions are recommended.