Formats of Assessment

Instruments in Assessing
Reading and Writing

Advance ELT Assessment

Isnia Wulan Suci

Septi Fatma Fauziyah
 01
Assessing Reading
02
The Importance

03
Types (Genres) of
04
Form / Instrument of
Reading Assessing Reading
01
Assessing Reading
● Reading is the most important skill for success in all educational contexts,
including the ability to understand vocabulary as well as the ability to grasp
meaning.

● The assessment of reading ability does not only end with measurement of
compreehension, but also the startegy of teacher to give full understanding
of what they have read.
02. The Importance of Reading

Reading can build the prior knowledge and

improve thinking skill and analytical
abilities.
 03
Types (Genres) of
Reading
 Types or Genres of Reading

Perceptive Selective Interactive Extensive

 Perceptive Reading

Perceptive reading tasks involve

attending to the components of
larger stretches of discourse:
letters, words, punctuation, and
other graphemic symbols.
Bottom-up processing is implied.
Selective Reading
This type of reading focus on reading recognition of
lexical, grammatical, or discourse features of language
within a very short stretch of language. This types stimuli
include sentences, brief paragraphs, and simple charts
and graphs. Brief responses are intended as well. A
combination of bottom-up and top-down processing
may be used.
The assessment could be applied in this type such as :
picture-cued tasks, matching , true/false, and
multiple-choice.
Interactive Reading
Interactive reading types are stretches of
language of several paragraphs to one page
or more in which the reader must interact
with the text. In which, reading is a process
of negotiating meaning; the reader brings to
the text a set of schemata for understanding
it.
Typical genres that lend themselves to inter
active reading are anecdotes, short
narratives and descriptions, questionnaires,
memos, announcements, directions,
recipes, and the others.
 Extensive Reading

Extensive reading applies to texs of more than a page, up to and

including professional articles, essays, technical reports, short
stories, and books.
The purpose of assessment usually are to tap into a learner's
global understanding of a text, as opposed to asking test-
takers to "zoom in" on small details. Top-down processing is
assumed for most extensive tasks.
 04
Form / Instrument of
Assessing Readiing
 PERCEPTIVE READING

1. Reading Aloud 3. Multiple Choice

4. Picture Cued Task

2. Written Response
Perceptive Reading Instrument

● Reading Aloud ● The tets-taker

separate letters,
words and/or short
sentences and reads
them aloud in the
presence of an
adminnistrator.
 Written Response
The stimuli is the same with
reading aloud, the test-taker’s
task is to reproduce the probe
in writing.
Here, the evaluation of the test
taker’s response must be
carefully treated. If an error
occurs, make sure the
administrator determine its
source.
 Multiple Choice
Multiple-choice responses are not only a matter of choosing one of four or five
possible answers. Other formats, some of which are especially useful at the low
levels of reading, include same/different, circle the answer, truc/false, choose the
letter, and maiching. Here are some possibilities.
 Picture-Cued Items
Test-takers are shown a picture along with a written text and are given one of a number
of possible tasks to perform.
Picture-Cued Items
Picture-Cued Items
 Selective Reading
In assessing selective reading, test designer focuses on formal aspects of language
( lexical, grammatical, and a few discourse features ).

Multiple Choice
(Form-Focused Matching Tasks Editing Task
Criteria)

Picture-Cued Task Gap-Filling Task

Multiple-Choice (for Form-Focused Criteria)
 Matching Tasks
Alderson (2000) suggested matchng
procedures at even more
sophisticated level, where test-takers
have to discern pragmatic
interpretations of certain signs or
labels.

The advantages of matching tasks are

offering an alternative to traditional
multiple-choice or fill the blank formats
and sometimes easier to construct than
multiple-choice items, as long as the
designer has chosen the matches
carefully.
 Editing Tasks
Editing for grammatical or rhetorical errors is a widely used test method for assessing linguistic
competence in reading. The TOEFL and many other tests employ this technique with the argument
that it not only focuses on grammar bur also introduces a simulation of the authentic task of edicing,
or discerning errors in written passages.
 Picture-Cued Tasks
In the previous section we looked at picture-cued tasks for perceptive recognition of symbols and words.
Pictures and photographs may be equally well utlized for examining ability at the selective level. Several
picture-cued methods are commonly used.
1. Test-takers read a sentence or passage and choose one of four pictures that is
being described.
 Picture-Cued Tasks
2. Test-takers read a series of
sentences or definitions, each
describing a labeled part of a
picture or diagram.Their task
is to Identify cach labeled
Item. In the following
diagram, test-takers do not
necessarily know each term,
but by reading the definition
they are able to make an
identification. For example:
 Gap-Filling Tasks
● An extention of simple gap-filling tasks is to create sentence completion
items where test-takers read part of a sentence and then complete it by
writing a phrase.
 INTERACTIVE READING
1. Cloze Tasks

2. Impromptu Reading Plus Comprehension Question

3. Short-Answer Tasks

4. Editing (Longer Tasks)

5. Scanning

6. Ordering Task

7. Information Transfer: Reading Charts, Maps, Graphs and

Diagram
 EXTENSIVE READING

Summarizing and
Responding Note Taking and
Skimming
Outlining
 Skimming
● Skimming is the process of rapid coverage of reading matter to determine its gist or main
idea. It is a prediction strategy used to give a reader a sense of the topic and purpose of a
text, the organization of the text, the perspective or point of view of the writer, its case or
difficulty, and/or its usefulness to the reader . Assessment of skimming strategies is
usually straightforward: the test-taker skims a text and answers questions such as the
following:
 Summarizing and Responding
Most common means of assessing extensive reading is to ask the test-taker to write
a summary of the text. The administrator can give a brief direction such:
Actually evaluating summaries is difficult, but the teacher/administrator can use
the scoring rubric below to give the score:
 Note-Taking and Outlining
• Finally, a reader's comprehension of extensive texts may be assessed through an
evaluation of a process of note-taking and/or outlining. Because of the difficulty of
controlling the conditions and time frame for both these techniques, they set firmly
in the category of informal assessment. Their utillity is in the strategic training that
learners gain in retaining information through marginal notes that highlight key
Information or organizational outlines that put supporting Idcas into a visually
mangeable framework.
• A teacher, perhaps in one-on-one conferences with students, can use student
notes/outlines as indicators of the presence or absence of effective reading
strategies, and thereby point the learners in positive directions.
THANKS