reading assessment

READING ASSESSMENT 2ND GROUP:

1. Deni Rahmawati2. Hapri Edayanti

3. Isna Mufida4. Putri Maya Alimah

5. Quruin Fitrianingsih6. Umi Sholihah7. Yan Jati Rifa’i

Leading Lecturer:Ida Isnawati, M.Pd

www.google.co.id/search?q=gambar+kartun+anak+flu&biw

Reading assessmentBegin by examining the nature of reading and the relationship between reading in the 1st language and 2nd language

Provide step by step procedures for assessing reading with English language learners (ELLs)

Elaborate on a number of instructional activities for reading that can be particularly useful for assessment

Suggest ways for documenting teacher observations of reading, developing reading or writing portfolios, and using reading assessment results for instruction

Nature of reading in school Reading in the native

language Text

Readers background knowledge

New knowledge

Reading in a 2nd language

• Similar to those acquired in the 1st language in that they call knowledge of sound or symbol relationships, syntax, grammar, and semantics to predict and confirm meaning (peregoy and boyle 1993).

• 2nd language readers use their background knowledge regarding the topic, text structure, their knowledge of the world, and their knowledge of print to interact with printed page and to make prediction.

The important differences between 1st and 2nd language reading

• Language proficiency and experiences of the students. They have varied levels of language proficiency in that language.

• They may be in the process of acquiring oral language while also developing literacy skills in English.

• They may have more varied levels of background knowledge and educational experience

Models of reading

Bottom up models Top down models Interactive models

4 components in reading programs:

• Extensive amounts of time in class for reading

• Direct strategy instruction in reading comprehension

• Opportunities for colaboration• Opportunities for discussions on

responses to reading

There is evidence that phonemics awareness is a necessary but not sufficient condition for becoming

an efficient reader (Pearson 1993)

Phonics

Whole language

Reading in the Content Areas:

Schema activation Text structure Active use of reading and learning strategy

Implications for assessment• The importance of determining students’ prior

knowledge • Making students accountable for how they use

reading time in class• Assessing students progress in acquiring both

decoding skills and reading comprehension strategies

• Observing how students collaborate in groups as well as how they work individually

• Reviewing students’ personal responses to reading

Teacher consideration in student evaluation

• Familiar with developmental learning processes and curriculum

• Assessment and evaluation philosophy• Know about and have experience collecting, recording,

interpreting, and analyzing multiple sources of data• Flexible and willing to try out multiple assessment

procedures• Commit to understand and implement an approach to

evaluation that informs students and direct instruction

What do I want to know? How will I find out?

Reading comprehension RetellingsLiterature response journalsAnecdotal recordsLiterature discussion groupsTexts with comprehension questions

Reading strategies Reading strategies checklistsReciprocal teachingThink aloudsAnecdotal recordsMiscue analysisRunning records

Reading skills Cloze passagesMiscue anaysisRunning records

Reading attitudes Reading logs InterviewsLiterature discussion groupsAnecdotal records

Self assessment Interviews Rubrics/rating scalesPortfolio selections

Authentic Assessment of Reading

Indentify Purpose Studying, evaluating, or diagnosing reading

behavior Monitoring student progress Supplementing and confirming information

gained from standardized and criterion-referenced tests.

Obtaining information not available from other sources (Johns 1982)

Purpose for second language learners: Initial identification and placement of

students in need of language-based program, such as ESL or bilingual education.

Assessment for one level to another within a given program.

Placement out of an ESL/ bilingual program and into a grade-level classroom.

Placement in a Chapter 1 (Title 1) or special education classroom.

Graduation from high school.

Plan for Assessment

• Outline your major instructional goals or learning outcomes

• Identifying instructional activities or tasks• How often to collect information• To provide student with feedback

Involve Student

Peer Assessme

nt

Self Assessme

nt

DEVELOP RUBRICS/SCORING PROCEDURES

• Criteria should be stated in terms of what students can do rather than what they can not do

• Use a model scoring rubric that you can ask colleagues for feedback on

• Areas to be assessed includes: reading comprehension, use of reading strategies, decoding skills, response to reading, and students choice in reading.

Types of Rubrics

1. Holistic Rubric2. Analytic Rubric

SET STANDARDS

• It can be set by establishing cut-off scores on a scoring rubric or rating scale

• Each category or level needs to be defined by criteria to be clearly distinct from the next level

Literature Discussion Groups

Heterogeneous small group Student-directed Teacher-guided

Cloze Tests

Reading passages with blanks representing words that have been deleted from the original passage.

Types of cloze test: Fixed ratio clozeRational/purposive deletion colzeMaze techniqueLimited/multiple-choice cloze

Texts with Comprehension Question

Teacher makes a copy of one page from a short reading passage students have been asked to read.

Students respond independently to several comprehension questions posed by teacher.

Reciprocal Teaching

• An instructional approach designed to increase reading comprehension by encouraging students to use reading strategies.

Summarizing

Questioning

Predicting

1. Think-Alouds, Probes, and Interviews2. Strategies Checklists or Rating Scale3. Miscue Analysis and Running Records4. Anecdotal Records

Record Teacher Observation

1. Think-Alouds, Probes, and Interview

Think-Alouds are…

• Interactive and focus on ACTIVE CONSTRUCTION of meaning that emphasizes the use of prior knowledge.

Probes and individual student interviews

• Allow the teacher to discuss reading attitudes with students, ask questions, and obtain information on reading strategies.

Think-Alouds• The teacher can ask

students to:1. Look at the title and the

meaning of it,2. Show their expectation in

reading a book,3. Run the problems in

guessing the meaning of words.

Probes, and Interview• Here are some guiding

questions to use in students interviews:

1. Do you like to read?2. What do you like to read?3. What your favorite novel?4. How many times do you

spend to read?5. Etc.

It done during teaching-and-learning period. Think-

Alouds firstly conducted in a whole class activity, then by

groups, and the last is individually, more difficult

It’s useful conducting in the beginning of school

years. This interview characteristic is for individual students,

easierVS

2. Strategies Checklists or Rating Scales

• Checklists are list of characteristics or behaviors that scored as yes/no ratings. (Herman, Ascbacher, and Winters, 1992)

• The checklists process might be used to assess whether students have engaged in various processes, like required for working in small groups, conducting a research report, etc.

3. Miscue Analysis and Running Record

• Miscue analysis is the way to reveal students’ strength in using graphophonemic, syntactic, semantic, and discourse knowledge.

• Running records are a type of miscue analysis developed by Marie Clay.

• Need more preparation than miscue analysis

• Taking running record required training.

4. Anecdotal Records

Definition:

As described in Chapter 4, anecdotal records are typically brief comments specific to how a students is performing and what he/she needs to improve (follow-up)

WHAT IS ANECDOTAL RECORDS???

Anecdotal records are observational notations describing language and social development at a specific in

time (Routman, 1994)

READING/WRITING PORTOFOLIOS

Reading logs

Samples of students writing

Anecdotal records

etc

Somewhat considered difficult

Teachers have too little time

Teachers don’t know how to decide what

goes inside

Teachers don’t know how to begin to

evaluate portfolios

Suggestions considered to design reading/writing portfolios

portfolios can be compiled which document which documents each student’s growth in reading

Portfolios are being used only a limited manner

Portfolios is different from collection

Using reading assessment in instruction

Result of authentic assessment of reading can be used in a number ways

Informing program

placement

Determining grades

Improving instruction