Understanding Levels of Comprehension Questions  To provide effective assessment of students literary

responses it recommend creating engaging open-

 A plethora research show that achiever relies greatly
on the ability of the student to comprehend that is
also to understand text whether spoken, written
and/or visual.
 Luke, Dooley and Woods (2001) in their study
claimed that comprehension, as predictor of overall
academic achievement.
 Large scale studies (e.g. PISA) emphasized the
importance if “student being able to apply their
knowledge and skills to real-life situations.”
 In literature analysis, the levels of comprehension
become a device to aid in the acquisition of meaning.
 Thomson, De Bortoli and Buckley (2013) advanced
idea of comprehension lens which is closely related
to Mt. SAC Level of Comprehension.
 Other author, lexical comprehension level.
Mt. SAC Level of Comprehension
1. Literal - write questions that have correct answer,
which may be found in the text.
2. Inferential - require the reader to make an “educated
guess” or predicyions about what is going to happen.
3. Evaluative - make a judgement about an aspect of the
story such as a character’s action.
4. Appreciative - make a personal response to a character
or situation in the story or the author’s purpose.
5. Essential - consider an issue that is addressed in the
story oroutside the story.
6. Critique - judgement about the author’s use of
language, style of writing, execution of the text, or the
author’s ideas in the text.
5 Types of Reading Comprehension
1. Lexical Comprehension - understand key vocabulary
in the text.
2. Literal Comprehension - answer who, what, when,
and where questions.
3. Interpretative - answer why and how question.
4. Applied - relate story to existing knowledge or opinion.
5. Affective - understand social and emotional aspect.
Hillock’s Ladder Levels of Reading Comprehension
Type 1 (Literal) - (right there/on the page) answers are
directly in the text.
Type 2 (Inferential) - (think and search
questions/between the line questions) requires student to
figure out the answers.
Type 3 (Generalization) - require students to think
outside the text to consider what they think and believe in
relation to the message of the text.
ended writing assignment.
DELVING DEEPER - dealingnwith literature means
reading text.
 Felming (2006) and Pieper (2006)
“It is literature that encapsulate a language in it
most subtle and intricate forms where nuances of
meaning and ambiguity have to be embraces.”
 Notably, man’s greatest invention is the abilty to put
the right words in force of the modern world.
POSSIBLE ASSESSMENT TASKS
 Locating and engaging wit variety of literature and
theoritical sources.
 Extracting key points from articles.
 Identifying arguments as well as the evidences that
support these arguments.
 Participating in a debate os set text and resources.
 Summative Assessment - involves open-ended
writing tasks or uses of student-generated portfolios
based on student’s respinses.
 Formative Assessment - involves facilitation of
classroom or online discussion whereby student can
generate ample responses for teachers to assess based
on shared criteria or rubrics.
Assessment Strategies
 Most familiar strategies are: quizzes, test, state-
administered standardized test and essays.
 Authentic strategies or “alternative assessment” such
as portfolios performances and exhibitions.
 Self-evaluation and peer-evaluation.
Assessment Strategies in Teaching Literature
 Literary Information Test is standardized test to
assess a student’s knowledge of literature.
 Literary Interpretation Test designed to assess a
student’s ability to analyze and interpret literatry
texts.

Employing Assessment Strategies in Teaching

Literature

 Assesssment to be effective has to involve varted

tasks that will measure the students’ extent of
understanding.
 Literary responses can be articulated through open-
ended writing tasks or through a compredium of
student’s performance (oral or written).
 In 2013, Rochard Beach wrote a book about
“Assessing responses to Literature.”