Group’s Member:

1. Ratna Yulian Budiasih (A1B017075)

2. Annisa Purwanti (A1B017077)
3. Olga Ramadona (A1B017080)
4. Rully Octania (A1B017101)

ASSESSING READING
Reading, the most essential skill for success in all educational contexts, remains a skill of
Paramount importance as we create assessments of general language ability.
Two primary hurdles must be cleared in order to become efficient readers:
a. Be able to master fundamental bottom up strategies for processing separate letters,
words and phrases, as well as top-down, conceptually driven strategies for
comprehension.
b. as part of the top-down approach, second language readers must develop appropriate
content and format schemata—background information and cultural experience—to
carry out those interpretations effectively.
The assessment of reading ability does not end with the measurement of comprehension.
Strategic pathways to full understanding are often important factors to include in assessing
learners, especially in the case of most classroom assessments that are formative in nature.
All assessment of reading must be carried out by inference.
GENRES OF READING
1. Academic Reading
 general interest articles (in magazines, newspapers)
 technical reports (e.g., lab reports), professional journal articles
 reference material (dictionaries)
 text books. theses
 essays, papers
 test directions
2. Job-related Reading
 messages (e.g., phone messages) letters/emails
 memos (e.g., interoffice)
 reports (e.g., job evaluations, project reports)
  schedules, labels, signs, announcements
3. Personal Reading
 newspapers and magazines
 letters, emails, greeting cards, invitations
 messages, notes, lists
 schedules (train, bus, plane)
Importance of Genres of Reading
 It enables the readers to apply certain schemata that will assist them in extracting
appropriate meaning
 Efficient readers have to know what their purpose is in reading a text, the strategies for
accomplishing that purpose and how to retain the information.

Microskills for Reading

1. Discriminate among the distinctive graphemes and orthographic patterns of English.
2. Retain chunks of language of different lengths in short term memory.
3. Process writing at an efficient rate of speed to suit the purpose.
4. Recognize a core of words, and interpret word order patterns and their significance.
5. Recognize grammatical word classes (nouns, verbs), systems (tense, agreement,
pluralization), patterns, rules and elliptical forms.
6. Recognize that a particular meaning may be expressed in different grammatical forms.
7. Recognize cohesive devices in written discourse and their role in signaling the
relationship between and among clauses.
Macroskills for Reading
1. Recognize the rhetorical forms of written discourse and their significance for
interpretation.
2. Recognize the communicative functions of written texts, according to form and purpose.
3. Infer context that is not explicit by using background knowledge.
4. 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.
5. Distinguish between literal and implied meaning.
6. Detect culturally specific references and interpret them in a context of the appropriate
cultural schemata.
7. Develop and use a battery of reading strategies such as scanning and skimming,
detecting discourse markers…
Some Principal Strategies for Reading Comprehension
1. Identify your purpose in reading a text.
2. Apply spelling rules and conventions for bottom-up decoding.
3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.
4. Guess at meaning (of words, idioms, etc.) when you aren’t certain.
5. Skim the text for the gist and for main ideas.
6. Scan the text for specific information (names, dates, key words).
7. Use silent reading techniques for rapid processing.
8. Use marginal notes, outlines, charts, or semantic maps for understanding and retaining
information.
9. Distinguish between literal and implied meanings.
10. Capitalize on discourse markers to process relationships.

TYPES OF READING
Perceptive
 Involve attending to the components of larger stretches discourse: letters, words,
punctuation and other graphemic symbols.
 Bottom-up processing is implied.

Selective
 This is largely an artifact of assessment formats.
 certain typical tasks are used such as picture-cued tasks, matching, true/false,
multiple choice.
 stimuli include sentences, brief paragraphs and simple charts and graphs.
 brief responses are intended and a combination of bottom-up and top-down
processing may be used.
Interactive
 include stretches of language of several paragraphs to one page or more in which
the reader must interact with the text.
 genres: anecdotes, short narratives and descriptions, excerpts from longer texts,
questionnaires, memos, announcements, directions, recipes and the like.
 focus: to identify relevant features (lexical, symbolic, grammatical and discourse)
within texts of moderately short length with the objective of retaining the
information that is processed.
Extensive
 it applies to texts of more than a page, up to and including professional articles,
essays, technical reports, short stories and books.
 purpose: 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.

Designing Assessment Tasks: Perceptive Reading

At the beginning level of reading a second language lies a set of tasks that are
fundamental and basic: recognition of alphabetic symbols, capitalized and lowercase letters,
punctuation, words and grapheme-phoneme correspondences
LITERACY tasks: implying that learner is in the early stages of becoming “literate”.
READING ALOUD
-the test taker sees separate letters, words and/or short sentences and reads them
aloud, one by one, in the presence of an administrator.
-any recognizable oral approximation of the target response is considered correct.
WRITTEN RESPONSE
-the same stimuli is presented, and the test taker’s task is to reproduce the probe in
writing.
-evaluation of the test taker’s response must be carefully treated.
MULTIPLE CHOICE
1. Grapheme recognition task
2. Minimal pair distinction

PITURE-CUED ITEMS
test takers are shown a picture along with a written text and are given possible tasks to
perform.
1. Picture-cued matching word identification
Designing Assessment Tasks: Selective Reading
Selective Reading
 focus on formal aspects of language (lexical, grammatical and a few discourse features).
 it includes what many incorrectly think of as testing “vocabulary and grammar”.
MULTIPLE CHOICE
1. Multiple-choice vocabulary/grammar tasks
2. Contextualized multiple-choice vocabulary/grammar tasks
3. Multiple-choice cloze vocabulary/grammar tasks
MATCHING TASKS
1. Vocabulary matching task
2. Selected response fill-in vocabulary task
3. Matching task
ADVANTAGES AND DISADVANTAGES
- it offers an alternative to traditional
multiple-choice or fill in the blank formats
and are easier to construct than multiple
choice item.
- it become more of a puzzle-solving
process than a genuine test of
comprehension as test-takers struggle with
the search for a match.
EDITING TASKS
-editing for grammatical or rhetorical errors is a widely used test method for assessing
linguistic competence in reading.
- it does not only focus on grammar but also introduces a simulation of the authentic
task of editing or discerning errors in written passages.
PICTURE-CUED TASKS
 Diagram-labeling task
GAP-FILLING TASKS
-the response is to write a word or phrase.
-to create sentence completion items where test-takers read part of a sentence and
then complete it by writing a phrase.
Sentence Completion task
Gap Filling Task
DISADVANTAGES
 It has a questionable assessment of reading ability. The task requires both reading
and writing performance, thus, rendering it of low validity in isolating reading as the sole
criterion.
 Scoring the variety of creative responses that are likely to appear is another
drawback. A number of judgment is needed on what comprises a correct response.
Designing Assessment Tasks:
Interactive Reading
Tasks at this level have a combination of form-focused and meaning-focused objectives
but with more emphasis on meaning.
It implies a little more focus on top-down processing than on bottom-up.
Texts are a little longer from a paragraph to as much as a page or so in the case of
ordinary prose. Charts, graphs and other graphics are somewhat complex in their format.
CLOZE TASKS
 The ability to fill in gaps in an incomplete image (visual, auditory or cognitive)
and supply (from background schemata) omitted details.
  cloze tests are usually a minimum of two paragraphs in length in order to
account for discourse expectancies. Typically, every seventh word (plus or minus two) is
deleted (known as fixedratio deletion) but many cloze test designers instead use a rational
deletion procedure of choosing deletions according to the grammatical or discourse
functions of the words.
Two approaches to the scoring of cloze test
 Exact word method- gives credit to test-takers only if they insert the exact word that was
originally deleted.
 Appropriate word method- gives credit to the test-taker for supplying any word that is
grammatically correct and that makes good sense in the context.
1. Cloze procedure, fixed ratio deletion (every seventh word)
2. Cloze procedure, rational deletion (prepositions and conjunctions)
Variations on Standard Cloze Testing
 C-test- the second half (according to the number of letters) of every other word is
obliterated and the test-taker must restore each word.
 Cloze-elide procedure- it inserts words into a text that do not belong. The test-taker’s
task is to detect and cross out the “intrusive” words.
Cloze-elide procedure is actually a test of reading speed and not of proofreading skill.
Cloze-elide procedure is actually a test of reading speed and not of proofreading skill.
DISADVANTAGES
 Neither the words to insert nor the frequency of insertion appears to have any rationale.
Fast and efficient readers are not adept at detecting the intrusive words. Good readers
 naturally weed out such potential interruptions.

 IMPROMPTU READING PLUS COMPREHENSION QUESTIONS

The traditional “Read a passage and answer some questions” technique which is
the oldest and the most common.
Examples: Reading comprehension passage (Phillips, 2001, pp. 421-422) and
Computer-based TOEFL* reading comprehension item.
SHORT-ANSWER TASKS
A reading passage is presented and the test-taker reads questions that must be
answered in a sentence or two.
1. Open-ended reading comprehension questions
EDITING (LONGER TEXTS)
ADVANTAGES
 Authenticity is increased
 The task simulates proofreading one’s own essay, where it is imperative to find and correct
errors.
 If the test is connected to a specific curriculum, the test designer can draw
up specifications for a number of grammatical and rhetorical categories that
match the content of the courses.
 SCANNING
 it is a strategy used by all readers to find relevant information in a test.
 test-takers are presented with a text (prose or something in a chart or graph
format) and requiring rapid identification of relevant bits of information.
-possible stimuli include:
 a one to two page news article
 an essay
 a chapter in a textbook
 a technical report
 a table or chart depicting some research findings
 an application form
-The test-taker must locate:
 a date, name or place in an article;
 The setting for a narrative story;
 the principal divisions of a chapter;
 the principal research finding in a technical report;
 a result reported in a specified cell in a table;
 the cost of an item on a menu; and
 specified data needed to fill out an application.
ORDERING TASKS
  sometimes called the “strip story” technique.
 variations on this can serve as an assessment of overall global understanding of a
story and of the cohesive devices that signal the order of events or ideas.
Sentence-ordering task
 INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS
 It requires not only an understanding of the graphic and verbal conventions of the
medium but also a linguistic ability to interpret the information to someone else.
 it is often accompanied by oral or written discourse in order to convey, clarify,
question, argue and debate, among other linguistic functions.
INFORMATION TRANSFER: READING CHARTS, MAPS, GRAPHS, DIAGRAMS
-to comprehend information in this medium, learners must be able to:
 comprehend specific conventions of the various types of graphics;
 comprehend labels, headings, numbers and symbols;
 comprehend the possible relationships among elements of the graphic; and
 make inferences that are not presented overtly.
The act of comprehending graphics includes the linguistic performance of oral or written
interpretations, comments, questions, etc. This implies a process of information transfer from
one skill to another, in this case, from reading verbal/nonverbal information to speaking/writing.
Designing Assessment Tasks:
Extensive Reading
 It involves somewhat longer texts. Journal articles, technical reports, longer essays, short
stories and books fall into this category.

 Reading of this type of discourse almost always involves a focus on meaning

using mostly top-down processing, with only occasional use of targeted bottomup strategy.
Tasks that can be applied in extensive reading:
 impromptu reading plus comprehension questions
 short answer tasks
 editing
 scanning
 ordering
  information transfer and
 interpretation (discussed under graphics)
SKIMMING TASKS
It 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 topic and purpose of text, the
organization of the text, the perspective or point of view of the writer, its case or difficulty and
its usefulness to the reader.
SUMMARIZING AND RESPONDING
 SUMMARIZING
it requires a synopsis or overview of the text.
 RESPONDING
it asks the reader to provide his/her own opinion on the text as a whole or on some
statement or issue within it.
Scoring is also difficult in responding because of the subjectivity
Holistic Scoring scale for summarizing and responding
3 Demonstrate clear, unambiguous comprehension of the main and supporting ideas.
2 Demonstrates comprehension of the main idea but lacks comprehension of some supporting
ideas.
1 Demonstrates only a partial comprehension of the main and supporting ideas.
0 Demonstrates no comprehension of the main and supporting ideas.
 NOTE-TAKING and OUTLINING
 They fall on the category of informal assessment
 their utility is in the strategic training that learners gain in retaining information
through marginal notes that highlight key information or organizational outlines that put
supporting ideas into a visually manageable framework.