Name : 1.

Novi Indriyani (2016205602211032)

2. Sharopov Shavkat (2016205602211036)
3. Iqbal Alfian Rusydi (2016205602211038)
Class : 2A
Subject : Advanced Assessment on Language Teaching
Topic : Assessing Reading

ASSESSING READING
Reading for learning requires a conscious effort to make links, understand
opinions, research and apply what you learn to your studies. Reading becomes not
simply a way to see what is said but to recognize and interpret what is said, taking into
account subtleties such as bias, assumptions and the perspectives of the
author. Characteristic of written language including reading as follows: a) Permanence.
Written language included as permanent due to the reader has an opportunity to return
again and again, if necessary to a word or phrase or sentence or even a whole text; b)
Processing time. Most reading context allow readers to read at their own rate. Some of
readers are categorized as slow readers and fast readers; 3) Distance. The task of the
reader is to interpret language that was written in some other place at some other time
with only the written words themselves as contextual clues; 4) Orthography. In written
text, we called it grapheme. Graphemes are individual letters and groups of letters that
represent single phonemes. Sometimes punctuation, pictures, or charts lend a helping
hand; 5) Complexity. writing and speech represent different modes of complexity and
the most salient difference is in the nature of clauses. Sometimes there are some
ambiguity in a lot of reading text, the readers have to infer and interpret what they read;
6) Vocabulary. In written English or reading text typically utilize a greater variety of
lexical items than spoken conversational English. Sometimes the overall meaning of a
sentence or paragraph is nevertheless still clear, learners should refrain from the
frequent use of a bilingual dictionary; 7) Formality. It refers to prescribed forms that
certain written messages must adhere to. Formality in essay writing that demands a
writers conformity to conventions like paragraph topics; we have logical order for, say
comparing and contrasting something, etc.
Getting students to read English texts is an important part of the teachers job.
Many of them want to be able to read English texts for different purposes such as for
careers, study or pleasure. Reading texts provide good models for English writing.
Teachers should show students models of what they are encouraging them to do.
Besides, reading texts also provide opportunities to study language like vocabulary,
grammar, punctuation and the way to construct sentences, paragraphs and texts.
There are two approaches to reading, bottom up and top down. The first one is
related to strategies for processing separate letters, words, and phrases, the second
one are conceptually driven strategies for comprehension. Therefore, comprehension
is not the only objective when assessing reading. Due to the different genres of texts,
readers need to adopt one or both of the approaches in order to get the meaning and
sense of what is being read. Within the approaches to reading, some strategies can be
taught so students can develop microskills and macroskills.
Due to the fact that reading is a receptive skill, the way to assess it includes the
use of productive skills, whether speaking or writing. This is why special attention
must be paid to the different principles of assessment. First of all, teachers should
choose the appropriate genre of texts when assessing students in order for the test to
have content validity. According to Brown, there are four types of reading: perceptive,
selective, interactive, and extensive. And there are different tasks that can be carried
out which go from short to long, from a focus on form to a focus on meaning, and from
a bottom up process to a top down process accordingly.
In order to assess perceptive readings, the tasks that can be carried out are
reading aloud, written response, multiple-choice, and picture-cued items. To assess
selective readings, some of the tasks are multiple-choice focused on form, matching
tasks, editing tasks, picture-cued tasks, and gap filling. To assess interactive reading,
there are cloze tasks, impromptu reading plus comprehension questions, short answer
tasks, editing, scanning, ordering tasks, and tasks for information transfer. To assess
extensive reading, skimming can be used, summarizing and responding, and note-
taking and outlining.

TYPES/ GENRES OF READING

According to Brown, genres of reading (written text) divided into three items.
They are:
Academic
Job Related Reading Personal reading
Reading
a. General a. Messages a. Newspapers, magazines
interest article b. Letters/emails b. Letters, emails, greeting
b. Technical c. Memos cards, invitations
reports d. Reports c. Messages, notes, lists
c. Reference e. Schedules, labels, d. Schedule
material signs, announcements e. Recipes, menus, maps,
d. Essays, papers f. Forms, applications, calendars
e. Test directions questionnaires f. Advertisements
f. Editorials and g. Financial documents g. Novels, short stories, jokes,
opinion writing h. Directories drama, poetry
i. Manual direction h. Financial documents
i. Forms, questionnaires,
medical reports,
immigration documents
j. Comic strips, cartoons

Each genre of written text has its own set of governing rules and conventions.
Those kind of a text enables readers to apply certain schemata that assists them in
extracting appropriate meaning. An efficient reader also must know what their purpose
is in a text, the strategies for accomplishing that purpose, and how to retain the
information.

MICROSKILLS, MACROSKILLS, STRATEGIES FOR READING

a. Microskills
Discriminate among distinctive graphemes and orthographic patterns of
English.
Retain chunks of language of different lengths in short term memory.
Process writing at an efficient rate of speed to suit the purpose.
Recognize a core of words, and interpret word order patterns and their
significance.
Recognize grammatical word classes (nouns, verb etc.) systems (e.g.
tense, agreement, and pluralization), patterns, rules, and elliptical forms.
Recognize that a particular meaning may be expressed in different
grammatical forms.
Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among clauses
Recognize grammatical word classes (nouns, verb etc.) systems (e.g.
tense, agreement, pluralization), patterns, rules, and elliptical forms.
b. Macroskills
Recognize the rhetorical forms of written discourse and their significance
for interpretation.
Recognize the communicative functions of written texts, according to form
and purpose.
Infer context that is not explicit by using background knowledge.
From described events, ideas, etc. Infer links and connections between
events, deduce causes and effects, and detect such relations as main idea,
 supporting idea, new information, given information, generalization, and
exemplification.
Distinguish between literal and implied meanings.
Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
Develop and use a battery of reading strategies such as scanning and
skimming, detecting discourse markers, guessing the meaning of words
from context, and activating schemata for the interpretation of texts.
c. Strategies for Reading
In comprehending the text, the learners who already literate in certain
language, they have to consider some strategies in reading comprehension.
Reading comprehension is primarily a matter of developing appropriate,
efficient comprehension strategies. Here are the following strategies in
reading comprehension:
1. Identify the purpose in reading
Efficient reading consists of clearly identifying the purpose in the reading
something. Whenever the teachers teach reading technique, make sure
students know their purpose in reading something
2. Use graphemic rules and patterns to aid in bottom-up decoding (for
beginner level learners)
At the beginning levels of learning, one of difficulties students encounter in
learning to read is making the correspondences between spoken and written
English. They are struggling with the control of limited vocabulary and
grammatical patterns. They may need hints and explanations about certain
English orthographic rules and peculiarities
3. Use silent reading techniques for relatively rapid comprehension (for
intermediate to advance levels)
 The intermediate-to-advanced level students need to be speed readers the
teachers can help increase efficiency by teaching a few silent reading rules:
The teachers dont need to pronounce each word to yourself
Try to understand perceive more than one word at a time, preferably
phrases
Unless a word is absolutely crucial to global understanding, skip over it
and try to infer its meaning form its context
4. Skim text for main ideas
Skimming consist of quickly running ones eyes across a whole text for its
gist. Skimming gives readers the advantage top predict the purpose of the
passage or the main topic.
5. Scan the text for specific information
Scanning is quick searching for some particular piece or pieces of
information in a text without reading the whole text. In vocational or general
English, scanning is important in dealing with genres like schedule, manual,
forms, etc.
6. Use semantic mapping or clustering
The strategy of semantic mapping, or grouping ideas into meaningful
clusters, helps the readers to provide some order to the cause collectively
induce order and hierarchy to a passage.
7. Guess when you arent certain
The key to successful guessing is to make it reasonably accurate. The
teachers can help the learners to become accurate guessers by encouraging
them use effective comprehension strategies in which they fill gaps in their
competence by intelligent attempts to use whatever clues are available to
them such as guessing the meaning of a word, guessing a grammatical
relationship, guessing content messages.
8. Analyze vocabulary
 When the learners cant immediately recognize a word, they can analyze it
using several techniques in vocabulary such as looking for prefixes (inter,
co, un, etc.), looking for suffixes (tion, tive, etc), look for roots of word,
looking for grammatical context, and semantic context.
9. Distinguish between literal and implied meanings
10. Capitalize on discourse markers to process relationships

TYPES OF READING
a. Perceptive
Perceptive reading requires students to process separate letters, words,
punctuation, and other graphemic symbols of larger stretches of discourse
(Brown, 2004). Bottom up processing is implied.
An example of a very basic grapheme recognition task would require
students to decipher differences in similar words. This assessment tests for the
students' understanding of simple graphemic characters.
Another example of a perceptive reading assessment would be to match
pictures with the corresponding words.
b. Selective
Selective reading requires students to recognize lexical, grammatical, or
discourse features of language within a very short text (a sentence, a brief
paragraph, or a simple chart or graph) (Brown, 2004).
The following example requires students to prove their comprehension
of 20 short statements. Students read one statement at a time and choose the
answer that has the same meaning as the statement.
Another example of a selective reading assessment is the following
multiple-choice cloze vocabulary/grammar task. Sometimes multiple items
can be grammatically correct but not contextually correct, so students need to
focus on the form and context of what they are reading in order to select the
correct response.
c. Interactive
Interactive reading can require students to read several paragraphs to
one page of text or more and psycho-linguistically interact with the text
(negotiate meaning) to identify relevant features and retain information that is
conceptually processed (Brown, 2004).
One such example entails a paragraph about autumn and multiple
choice comprehension-check questions following the passage. This would be
good for EFL students in the beginning stages of interactive reading.
Another way of assessing students' interactive reading abilities is to
have them read cloze passages and fill in expected prepositions or
conjunctions. This can pose grading difficulties if there are multiple
possibilities, but does aid the learner overall in the area of prediction of
prepositions or conjunctions.
d. Extensive
Extensive reading requires students to read articles, essays, technical
reports, short stories, or books in order to assess global understanding of a text
rather than the understanding of minute details (Brown 2004).
A very common example of an extensive reading assessment is to have
students summarize long texts. The following example is for very advanced
students.
Skimming tasks are also used for extensive reading assessments. These
tasks have good washback potential because they require multiple stages of
thought (pre-reading, post-reading, in-class discussions, and comprehension
checks).
DESIGNING ASSESSMENT TASK PERCEPTIVE READING
a. Reading Aloud
The test-taker sees separate letters, words, and/ or short sentences and reads
them aloud one by one. Since the assessment is reading comprehension, any
recognizable oral approximation of the target response is considered correct.

b. Written Response
The same stimuli are presented and the test takers task is to reproduce the probe
in writing.

c. Multiple Choice
Multiple choice responses are not only a matter of choosing one of four or five
possible answers. Other formats for low levels of reading include same/
different, circle the answer, true/ false, choose the letter and matching.
Minimal Pair Distinction

Circle S for same or D for different

1. Led Let S D
2. Bit Bit S D
3. Seat Set S D
4. Too To S D

Grapheme Recognition Task

Circle the Odd Item, the One That Doesnt Belong.

1. Piece Peace Piece
2. Book Book Boot
d. Picture-cued Items
Test-takers are shown a picture along with written text and are given one of a
number of possible tasks to perform.

Picture-cued Word Identification

Point the Word That You Read

CAT CLOCK CHAIR

 Picture-cued Sentence Identification

Point to the Part of the Picture That You Read about Here

The man is reading a book

The cat is under the table

Picture-cued True/False Sentence Identification

1. The pencils are under the table T F

2. The cat is on the table T F
3. The picture is over the couch T F

Picture-cued Matching Word Identification

1. Clock __________
2. Chair __________
3. Books __________
4. Cat __________
5. Table __________

Multiple-choice Picture-cued Word Identification

Rectangle
DESIGNING ASSESSMENT TASK SELECTIVE READING
a. Multiple Choice
This format is one of the popular methods of testing a reading knowledge of
vocabulary and grammar. The reasons because of practicality; it is easy to
administer and can be scored quickly.
Multiple-choice Vocabulary/Grammar Tasks

1. Hes not married. Hes __________

a. Young
b. Single
c. First
d. A husband
2. If theres no doorbells, please __________ on the door.
a. Kneel
b. Type
c. Knock
d. Shout
3. The bank robbery occurred __________ I was in the restroom.
a. That
b. During
c. While
d. Which
 Contextualized Multiple-choice Vocabulary/Grammar Task

1. Manager : Do you like to work by yourself?

Employee : Yes, I like to work __________
a. Independently
b. Definitely
c. Impatiently
2. Jack : Do you have a coat like this?
John : Yes, mine is __________ yours.
a. So same as
b. The same as
c. As same as
d. The same as
3. Boss : Where did I put the Johnson file?
Secretary : I think __________ is on your desk.
a. You were the file looking at
b. The you were looking at
c. The file you were looking at
d. You were looking at the file

Multiple-choice Cloze Vocabulary/Grammar Task

Ive lived in the United State (1) __________ three years. I (2) __________
live in Costa Rica. I (3) __________ speak any English. I used to (4)
__________ homesick, but now I enjoy (5) __________ here. I have never
(6) __________ back home (7) __________. I came to the United States,
but I might (8) __________ to visit my family soon.
1. a. since b. for c. during
2. a. used to b. use to c. was
3. a. couldnt b. could c. can
4. a. been b. be c. being
5. a. live b. to live c. living
6. a. be b. been c. was
7. a. when b. while c. since
8. a. go b. will go c. going
 He showed his suitcase (1) __________ me, but it wasnt big (2)
__________ to fill all his clothes. So I give him my suitcase, which was (3)
__________.
9. a. for b. from c. to
10. a. so b. too c. enough
11. a. larger b. smaller c. largest

b. Matching Tasks
Matching is an appropriate format. The test-takers task is simply to respond
correctly.
Vocabulary Matching Task

Write in the Letter of the Definition on the Right that Matches the Word on the Left

__________ 1. Exhausted a. unhappy

__________ 2. Disappointed b. understanding of others
__________ 3. Enthusiastic c. tired

__________ 4. Empathetic d. excited

Selected Response Fill-in Vocabulary Task

1. At the end of the long race, the runners were totally __________
2. My parents were __________ with my bad performance on the final
exam.
3. Everyone in the office was __________about the new sales raises.
4. The __________ listening of the counselor made Christina feel well
understood.
Choose from among the following
Exhausted
Disappointed
Enthusiastic
Empathetic
c. Editing Tasks
Editing for grammatical or rhetorical errors is a widely used test method for
assessing linguistic competence in English.
Multiple-choice Grammar Editing Task

Choose the Letter of the Underline Word That is not Correct

1. The abrasively action of the wind wears away softer layers of rock.
A B C D
2. There are two way of making a gas condense: cooling it or putting it under
A B C D
pressure.

d. Picture-cued Task
Picture and photographs may be equally well utilized for examining ability at
the selective level.
Test-takers read a sentence or passage and choose one of four pictures
that is being described.
 Test-takers read a series of sentences or definitions, each describing a
labeled part of picture or diagram. Their task is to identifying each
labeled item.

e. Gap Filling Tasks

Gap-filling gap can be also said as fill in the blank items. The test takers
response is to write a word or phrase.
DESIGNING ASSESSMENT TASK INTERACTIVE READING
a. Cloze Tasks
Cloze Task is the ability to fill in gaps in an incomplete image (visual, auditory
or cognitive) and supply omitted details.
Cloze procedure, fixed ratio deletion (every seventh word)

The recognition that ones feelings of (1) ____ and unhappiness can
coexist much like (2) ____ and hate in a close relationship (3) ____ offer
valuable clues on how to (4) ____ a happier life. It suggests, for (5) ____
that changing or avoiding things that (6) ____ you miserable may well
make you (7) ____ miserable but probably no happier.

Cloze procedure, rational deletion (prepositions and conjunctions)

The recognition that ones feelings (1) ____ happiness (2)

____unhappiness can coexist much like love and hate (3) ____ a close
relationship may offer valuable clues (4) ____ how to lead a happier life.
It suggests, (5) ____ example, that changing (6)____ avoiding things that
make you miserable may well make you less miserable (7) ____ probably
no happier.
 In both versions there are seven deletions, but the second version
allows the test designer to tap into prediction of prepositions and conjunctions
in particular. The second version provides more washback as students focus
on targeted grammatical features.
Other versions of cloze task are c-test and cloze-elide. In the c-test, the
second half of every other word is obliterated and the test taker must restore
each word. Different to c-test, cloze test required the test taker to detect and
cross out the intrusive words.

C-test Procedure

Cloze-elide Procedure

b. Impromptu Reading Tasks Plus Comprehension Question

The most common technique for assessing reading is read a passage and
answers some questions technique.
c. Short Answer Tasks
A popular alternative to multiple choice questions following reading passages
is the age-old short-answer format.
Open-ended Reading Comprehension Questions

d. Editing (Longer Texts)

In editing tasks, there are several advantages gained in the longer format. They
are authenticity is increased, the task simulates proofreading ones own essay,
the task designer can draw up specification for a number and rhetorical
categories that match the content of the courses.
Contextualized Grammar Editing Task
 e. Scanning
Scanning is a strategy used by all readers to find relevant information in a text.
It is a kind of reading a text quickly, going through a text to find a particular
piece of information.
f. Ordering
This is also called strip story technique. That is assembling little strip of paper
with a sentence on it into a story.

g. Information Transfer
This is a technique to comprehend charts, maps, graphs, calendars, diagrams,
etc.

DESIGNING ASSESSMENT TASK EXTENSIVE READING

a. Skimming Tasks
Skimming is the process of rapid coverage of reading matter to determine its
gist or main idea. Assessment of skimming strategies is usually straightforward
b. Summarizing Tasks
One of the most common means of assessing extensive reading is to ask the
test-taker to write a summary of a text.
c. Note Taking and Outlining
Readers comprehension of extensive texts can be assessed through an
evaluation of a process of note taking and/ or outlining.