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Assessing Reading

Assessing Reading

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Published by: Alman Zy ⎝⎲⎵⎲⎠ on Nov 26, 2011
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itrisyafitri71@yahoo.co.id123456789
ASSESSING READINGTYPES (GENRES) OF READING
1.
 
Academic readingReference materialTextbooks, thesesEssays, papersTest directionsEditorials and opinion writing2.
 
Job-related readingMessagesLetters/ emailsMemos3.
 
Personal readingNewspapers and magezinesLetters, emails, greeting cards, invitationsSchedules (trains, bus, plane, etc)
MICROSKILLS, MACROSKILLS, AND STRATEGIES FOR READING
Microskills1.
 
Dicriminate among the distinctive graphemes and orthographic patterns of english2.
 
Process writing at an efficient rate of speed to suit the purpose3.
 
Recognize grammatical word classesMacroskills1.
 
Recognize the rhetorical forms of written discourse and their signiticance for interpretation2.
 
Infer context that is not explicit by using background knowledge3.
 
Develop and use a battery of reading strategies
 
itrisyafitri71@yahoo.co.id123456789
TYPES OF READING
1.
 
PerceptiveInvolve attending to the components of larger stretches of discourse : letters, words,punctuation, and other graphemic symbols.2.
 
SelectiveIs largely an artifact of assessment ofrmats. Used picture-cued tasks, matching, true/ false,multiple-choice, etc.3.
 
InteractiveInteractive task is to identify relevant features (lexical, symbolic, grammatical, anddiscourse) within texts of moderately short length with the objective of retaining theinformation that is processed.4.
 
Extensive
The purposes of assessment usually are to tap into a learner’s global undestanding of a text,
as opposed to asked test-
takers to “zoom in” on small detail
s. Top down processing isassumed for most extensive tasks.
PERCEPTIVE READINGReading Aloud
Reads them aloud, one by one, in the presence of-an administrator.
Written response
Reproduce the probein writing. Evaluation of the test taker’s response must be carefully
treated.
Multiple-choise
Choosing one of four or five possible answers.
Picture-Cued Items
Shown a picture, written text and are given one of a number of possible tasks to perform.
 
itrisyafitri71@yahoo.co.id123456789
SELECTIVE READING
The test designer focuses on formal aspects of language (lexical, grammatical, and a fewdiscourse features). Category includes what many incorr
ectly think of as testing “vocabulary andgrammar”
 
Multiple-Choise (for Form-Focused Criteria)
Multiple-choise items may have little context, but might serve as a vocabulary orgrammar check.
Matching Tasks
The most frequently appearing criterion in matching procedures is vocabulary.
Editing Tasks
For grammatical or thetorical errors is a widely used test method for assessing linguisticcompetence in reading.
Picture Cued Tasks
Saveral types of picture-cued methods.1.
 
Test-takers read a sentence or passage and choose one of four pictures that is beingdescribed.2.
 
Test-takers read a series of sentences or definitions, each describing a labeled part of apicture or diagram.
Gap-Filling Tasks
Is to create completion items where test-takers read part of a sentence and then completeit by writing a phrase.
INTERACTIVE READINGCloze Tasks
The ability to fill in gaps in an incomplete image (visual, auditory, or cognitive) andsupply (from background schemata) omitted details.

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