ASSESSING

READING
Presented by Group 7
 GROUP MEMBERS

Haidar Rauf Hana Fatmawati Pipit Dwi Anggraeni Audy Cahya Anggesti
(22202241010) (22202241082) (22202241110) (22202241114)
 TABLE OF CONTENTS
1 5 DESIGNING ASSESSMENT TASKS: PERCEPTIVE
UNDERSTANDING ASSESSMENT OF READING
READING

DESIGNING ASSESSMENT TASKS: SELECTIVE

2 GENRES OF READING 6 READING

3 MICROSKILLS, MACROSKILLS, AND STRATEGIES 7 DESIGNING ASSESSMENT TASKS: INTERACTIVE

FOR READING READING

DESIGNING ASSESSMENT TASKS: EXTENSIVE

4 TYPES OF READING 8 READING
Assessment of Reading
Assessment of reading is a method or way to measure
students’ proficiency in mastering reading texts.
Three things should be taken into account:
1. Use authentic assessment tasks.
2. Design tasks which show students’ ability.
3. Have reliable ways to score students’
performance.
Assessment of
Reading
English learners have to cross two major
hurdles to become successful readers.

1. Bottom-up Processing: Involves breaking

down the basic elements of language, such as
letters, words, and phrases.
2. Top-down Processing: A more holistic There are two types of background knowledge:
approach where students use prior knowledge, 1. Content Schemata: Students’ background
expectations, and cultural understanding to knowledge of the cultural experiences.
interpret the text. 2. Formal Schemata: Students’ familiarity with
the structure of different texts.
 GENRES OF READING
JOB-RELATED
ACADEMIC READING
READING Messages (e.g., phone messages)
General interest articles (in Letters/e-mails
magazines, newspapers, etc.) Memos (e.g., interoffice)
Technical reports (e.g., lab Reports (e.g., job evaluations, project reports)
reports), professional journal Schedules, labels, signs, announcements
articles Forms, applications, questionnaires
Reference material (dictionaries, Financial documents (bills, invoices, etc.)
online encyclopedias, etc.)
Textbooks, theses
PERSONAL
Essays, papers READING
Test directions Schedules (train, bus, plane, etc.)
Editorials and opinion writing Recipes, menus, maps, calendars
Advertisements (commercials, want ads)
Novels, short stories, jokes, drama, poetry
 Microskills,
Macroskills, and
Strategies for
Reading
 MICROSKILLS
Microskills focus on the foundational skills
required to understand the structural elements
of language and the content of a text.

Recognize a core of words and interpret word order

Discriminate among distinctive graphemes patterns and their significance.
(letters or letter combinations) that produce a
phoneme and orthographic patterns of English. Recognize grammatical word classes, systems,
patterns, rules, and elliptical forms.
Retain chunks of language of different lengths
in short-term memory. Recognize that a particular meaning may be
expressed in different grammatical forms.
Process writing at an efficient rate of speed to
suit the purpose. Recognize cohesive devices in written discourse and
their role in signaling the relations between and
among clauses.
 Macroskills involve more advanced abilities,
MACROSKILLS focused on understanding the overall meaning
of a text.

Recognize the rhetorical conventions of written

discourse and their significance for interpretation.
Capacity to analyze a text deeply, making
inferences about inter-idea relationships, cause-
and-effect, and identifying key textual elements.
Recognize the communicative functions of written
texts, according to form and purpose.

Distinguish between literal and implied meanings.

Infer context that is not explicit by activating
schemata (using background knowledge).
 Principal Strategies for Reading
Comprehension
Identify your purpose in reading the text.
Apply basic spelling rules and conventions to decode the words from the bottom up.
Use word analysis (looking at prefixes, roots, suffixes, etc.) to determine the meaning of
words.
Guess the meaning of words, idioms, etc. when you are not certain about them.
Skim through the text to get the main ideas and overall gist.
Scan the text to find specific information like names, dates, and key words.
Use silent reading techniques to process the text quickly.
Use notes, outlines, charts, or visual maps to understand and remember the
information.
Distinguish between the literal and implied meanings in the text.
Use discourse markers (like "in addition," "however," "nevertheless") to understand the
relationships between ideas.
 TYPES OF READING
Perceptive Interactive
Perceptive reading tasks involve paying Interactive reading involves longer sections of
attention to the components of the text, like text, usually a page or more, where the reader
letters, words, punctuation, and other actively engages with the material. Typical types
visual symbols. It implies a bottom-up of texts include stories, descriptions, excerpts from
approach to processing the text. longer works, questionnaires, and recipes.

Selective Perceptive
Selective reading involves specific tasks Extensive reading refers to reading longer texts,
designed to test the recognition of different such as articles, essays, reports, short stories,
features of language, like vocabulary, and books, typically more than a page in
grammar, and how sentences are length. It is bout understanding the overall
structured. meaning rather than focusing on small details.
TYPES OF READING
 Designing
Assessment
Tasks:
Perceptive
Reading
 EXAMPLE OF
DEFINITION ASSESSMENT
The beginning level of the reading process Reading Aloud
where the learners focuses on recognizing and Written Response
understanding the basic elements of the text. Multiple-Choice
Picture-Cued Items
 Example of picture-cued items tasks
Example of multiple choice tasks
 Designing
Assessment
Tasks:
Selective
Reading
 EXAMPLE OF
DEFINITION ASSESSMENT
Multiple choice
The reading assessment that focuses on Matching tasks
formal aspects of language (lexical, Editing tasks
grammatical, and a few discourse features). Picture-cued tasks
Gap-filling tasks
Example of multiple choice tasks

Example of matching tasks

Example of editing tasks
Example of picture-cued tasks

Example of gap-filling tasks

 Designing
Assessment
Tasks:
Interactive
Reading
DEFINITION & FOCUS: TASK TYPES

Combines form-focused and meaning- Cloze Tasks: Fill-in-the-blank using

focused tasks context clues
Emphasizes top-down processing, though Impromptu Reading + Questions: Read and
bottom-up is also present answer comprehension questions
Short-Answer Tasks: Respond briefly to
content-specific questions
Scanning: Quickly locate specific
information
Sequencing: Arrange events or ideas in
logical order
Information Transfer: Interpret diagrams,
maps, and charts
 Designing
Assessment
Tasks:
Extensive
Reading
 TASK TYPES
Skimming tasks: Identify main
ideas quickly
FOCUS ON READING LARGE Summarizing tasks: Condense
AMOUNTS OF TEXT FOR key points of the text
OVERALL UNDERSTANDING Responding tasks: Share
personal reactions or opinions
Note-taking: Capture
important details from the text
Outlining: Organize key ideas
and themes
 Conclusion

In summary, there are four types of reading assessments: perceptive, selective, interactive,
and extensive reading, each targeting distinct text comprehension skills. These assessments
emphasize the development of microskills, such as grammar and vocabulary recognition, as
well as macroskills, including inference and analysis. Key reading strategies—like skimming,
scanning, and leveraging background knowledge—are essential for effective comprehension.
Finally, it is important to address the challenges of balancing bottom-up and top-down
reading processes in assessments to cultivate proficient readers.
 Reference

Brown, H. D., & Abeywickrama, P. (2019). Language

assessment. Principles and Classroom Practices. White
Plains, NY: Pearson Education, 20.
THANK YOU
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