Introduction :

Reading is useful for language acquisition (Harmer, 2007:99). Reading is one of the basic skills that
must be possessed by students in learning a language. Language is a communication tool used in
daily activities. In reading comprehension students must gain communicative competence to
identify information in written texts. To assess reading comprehension, teachers must also have
communicative knowledge so that it can make it easier for teachers to determine reading
assessments. Teachers should also pay attention to several aspects that will be useful for teachers in
assessing student understanding.

Principles of Assesing Reading 

 
1. Phonemic Awareness
The first is phonemic awareness, is being able to hear identify and manipulate
sounds in words.  This area focuses on the audio part of reading.
2. Phonics
The second is phonics is the connection between letters and sounds. Phonics is
when students start working with printed letters and words, they start to recognize
letters and the sounds that they make sounding out words and recognizing sight
words and finding phonics patterns and words that they're reading.
3. Fluency
The third is fluency, fluency includes reading at an appropriate speed reading
words, accurately and reading with porosity or expression and intonation in your
voice.
three aspects of fluency are:
1. Speed
2. Accurancy
3. Prospate
4. Comprehansion
The fourth principle is comprehension.
comprehension deals with understanding what you listen to and what you read. 
 
The Part of Comprehansion
•The first part is listening comprehension, and that's when students are able to
understand what's going on.
•The second part is reading comprehension. And that's when the students are
actually reading the stories themselves.

5. Vocabulary
The fifth is vocabulary, involves understanding defining. Vocabulary development
is closely connected to comprehension. The larger the reader’s vocabulary (either
oral or print), the easier it is to make sense of the text.

Slide 2

Concepts of Reading Assessments

Screening Assesment
Designed as a first step in identifying children who may be at high risk for delayed development or
academic failure and in need of further diagnosis of their need for special services or additional
reading instruction.
Diagnostic Assesment
Helps teachers plan instruction by providing in-depth information about students' skills and
instructional needs.
Progress Monitoring Assesment
Determines through frequent measurement if students are making adequate progress or need more
intervention to achieve grade-level reading outcomes.
Outcome
Provides a bottom-line evaluation of the effectiveness of the reading program in relation to
established performance levels.

Slide 3
Purpose of Reading Assessment
1. Reading assessment helps educators every day. Knowing a child's special abilities allows a teacher
to place students in appropriate reading groups and creates central work that encourages the
development of specific skills. Ongoing informal assessments allow for flexible movement within
this instructional group as students progress and their needs change.

2. Assessment also provides information to teachers about diagnosing students' strengths and
weaknesses in participating in learning activities. which students need additional assistance, may
require intervention if the child lacks basic skills.

3. To determine the level of progress and conformity of student learning outcomes with the
competency standards and basic competencies that have been set.

4. Reading assessment also helps teachers to track the progress of their students in terms of reading
skills

Slide 4
Instruments that use in asses reading

1. Assesment instruments
• The test instrument is an assessment tool that uses questions/tests.  
•The non-test instrument is an assessment tool without using a test, but rather
assesses the child as a whole including affective, cognitive and psychomotor
aspects through observation activities (observations), interviews, questionnaires,
and so on (Putra, 2013).  

2. Authentic Assessment

Authentic assessment is the process of collecting information by teachers about the

development and achievement of learning carried out by students through various
 techniques that are able to express, prove or show precisely that the learning
objectives and competencies have been truly mastered and achieved by students
(Hendarni and Poerwono, 2006).

Slide selanjutnya dengan judul Assesing Instrument

In order to implement an authentic assessment, a teacher must first determine three

important things, namely :
1) what attitudes, skills, and knowledge will be assessed;
2) the focus of the assessment to be carried out;
3) what level of knowledge will be assessed, for example reasoning, memory, or
processes (Majid, 2014).
 
Slide selanjutnya dengan judul Assesing Instrument

• In general, the implementation of authentic assessments in the field can use
various forms of authentic assessments, including:
 
1. Project appraisal.
2. Performance appraisal
3. Portfolio assessment
4. Journal
5. Written assessment

Slide 5

How we will assess students in (Reading comprehansion) 

Here are some assessments that can be done to assess the development of
students' reading skills.
•Reading Comprehension Test
Reading comprehension test is the most common test given to assess the
reading process.  Usually students are given tests that are explicit or inferential.
Reading comprehension test can be done by:
•Ask children to retell the reading test they read in their own language.
•Make a summary of the reading / shorten the content of the reading.
•After giving the students readings, they are tested by giving exercises in the gaps
that they have to fill in according to the reading given.
•Asking questions related to reading such as (what, where, who, why, and how).
•Decoding Test 
The decoding test is a test that is carried out by asking students to read the test
aloud which is assessed on this aspect of reading accuracy and fluency.  
•Knowledge Background Test
Is a test given by knowing the ability of a child such as a 7 year old child
whether he or she already knows about transportation, animals or vegetables.  So
the text given will be according to the knowledge of the child, children who grow
up in the village and in the city will be very different, therefore we need to know
the background of the child's knowledge. 

Reading test ini baru soal sisanya tunggu ulan

Bisa langsung ambil file yang udh dikirim makaai