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Assessing Reading - Group 3

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12 views21 pages

Assessing Reading - Group 3

Uploaded by

Azzahra Nanda Islami
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSING

READING
by:
Group 3

Thadya Azrielyani
Arria Khotimah
Sari Nurfadila

Lectured by:
Dr. Ismail Petrus, M.A.
Prof. Diemroh Ihsan, M.A., Ph.D.
01
Types (genres) of reading

• Academic Reading
• Job-related Reading
• Personal Reading
Academic Reading
Academic reading is defined as a reading
with a specifically academic and
educational and educational purpose.
Job related Reading
Job related reading is defined as a reading
with a specifically about in getting a job,
those concerned with learning a job, and
those concerned with doing a job.
Personal Reading
Personal reading is personal responses
enable readers to relate to a text, to
reflect on their own reading processes
and to make sense of the reading in their
own lives.
02
Microskills, Macroskills, and Strategies
for Reading
Micro skills for reading comprehension

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 Aider patterns and their significance
5. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g.. 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.
Macro skills for reading comprehension

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 meanings.
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, guessing the meaning of words from context, and activating schemata for the
interpretation of texts.
Strategies for Reading

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.
03
The Types of Reading
Perceptive

Selective

Interactive

Extensive
In this Figure shows the relationships of length, focus,
and processing mode among the four types
04
Designing Assessment
Tasks: Perceptive
Reading
What is Perceptive Reading?

Perceptive reading tasks are often referred to as leteracy tasks,


implying that the learners “literate”. Some learners are already literate
in their native language, but in other cases the second language may be
first language that they ever learned to read.
Perceptive Tasks

Reading Aloud Written Response

The test takker see separate The same stimuli are presented,
letters, words, and short and the test taker’s task is to
sentences and read them aloud, produce the problem in writing.
one by one, in the presence of an For example, reading error and vice
administrator. versa
Multiple-Choice

Multiple-choice responses are not only a matter of


choosing one of four or five possible answers.
Other formats same/different, circle the answer,
true/false, choose the letter and matching.
Picture-Cued Items
Test-takers are shown a picture, such as the one
on the next page, along with a written text and
are given one of number of possible tasts to
perform.
With the same picture such as sentences
identification, true/false, matching word and
word identtification
05
Designing Assessment
Tasks: Selective Reading
Selective Reading

This category includes what many incorrectly e


at tourist o think of as testing "vocabulary and
grammar”.
Designing Assessment Tasks: Interactive
Reading

Tasks at this level, like selective tasks, have a combination of form-focused

and meaning-focused objectives but with more emphasis on meaning.


Thank You
CREDITS: This template has been created by Slidesgo, and includes icons by Flaticon, infographics
& images by Freepik and content by Eliana Delacour.
GROUP QUESTIONS
GROUP 4 (Rizka, Rana, Yuyun)
1.

GROUP 5 (Rizqi, Muthia)


2.

GROUP 1 (Nurfita, Azzahra, Vahra)


3.

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