By Diana Marcela MurciaHorasis Toro Vargas

Omar Cruz

What is reading assessment?

Is a process in which teachers use to measure the reading and comprehension skills of students.

It requires planning and organization such as:

Identify the purpose.

Studying, evaluating, or diagnosing sts reading behavior.

Monitoring student progress.

Identifying learners` needs.

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Plan for assessment

After having identified the assessment purpose………

Different types of reading assessment activities.

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Reading activity assessment.

Reading activity

assessment

Skill/ behavior Assessed

Proficiency level

Individual/ Pair/Group

Age/grade Level

•Retelling•Reading comprehension All Individual, pair All

•Checklists•Reading skills•R. Comprehension strategies.

All Individual, group.

All

•Anecdotal records

•Reading skills•R. Comprehension strategies.

All Individual All

•Close tests•Reading skills. Intermediate,

advancedIndividual, group Adults

•Reading logs

•Reading Comprehension

•Response to literature.

•Choice in reading.

All Individual All

Involve Students

Self-Assessment: is the process of looking at oneself in order to assess aspects that are important to one's identity.

What have I learned about reading in the class?How do I feel about reading?What do I need to improve in reading?How do I read?

Involve Students

Peer assessment: is the assessment of student work by other students. This might be used for formative feedback or summative grading purposes.

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Develop Rubrics or Scoring Procedures.

SET STANDARDS

Standars for reading comprehension can be set by establishing cut-off scores on a scoring rubric or rating scale.

There are three levels:

Novice Intermediate Advanced

Sub-categories

Expanding Bridging

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SELECT ASSESSMENT ACTIVITIES

Assessment of reading should be embedded in activities for teaching reading.

Instructional activities Retelling Reading logs Literature respose logs/ jornals Literature discussion group Cloze tests Text with comprehension questions Reciprocal teaching

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Titlelittle house in the big wood.

Author l.i. Wilde

In the woods.It was

Snowing.

PaMa

Pa had to Walk to town with his big bundle of furs, but he

couldn´t take his gun.

He would walk fast. He would

return soon.

Title Author Date IBegan Reading:

Date IFinished Reading:

How i feel about it:

Gorilla 4/16/95 4/18/95 This book is abat a lit to gile that wats to se a re gaela then her fader bot her a toy garila That he gu and gu and gu and to a ril gorila o wel i lob the story.

Matthews Dream

Leo Leone 6/8/95 6/9/95 I likd the part wen Matthews was in hes drean I like ol of the ameizen pekchers and Matthews paiten in to. Thes book is abat a moos tha waders what he wat to be and he does no want he wats to be. a paiter

LITERATURE RESPONSE LOGS/JOURNALS

Research show the responding to literature helps students become better readers. With literature response logs, students respond in writing to materials they have read.

LITERATURE DISCUSSION GROUPS Literature discussion groups are heterogeneous small

group(five to eight students), student-directed, and teacher-guided discussions that occur while students are in the process of reading a book(Hill and Ruptic 1994; Routman 1994).

CLOZE TESTS These are reading passages with blanks represententing

words which have been deleted from the original text the blanks which are filled in by the teacher

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TEXTS WITH COMPREHENSION QUESTIONS The mayority of teachers are familiar with asking questions

to determine comprehension of reading passages. An idea shared with us by an ESL Resource Teacher at the middle school level allows immmediate identification of a student´s comprehension level with specifict texts.

RECIPROCAL TEACHING Reciprocal teaching is an instructional approach designed

in order to increase reading comprehension by encouraging students to use reading strategies.

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One of the most effective ways for teacher to assess a student’s reading comprehension is through teacher observation (Routman 1994).

TYPES OF TEACHER OBSERVATION

Think Alouds, probes and interviews.

Strategies checklist or Rating scales.

Miscue and Running Records.

Anecdotal Records.

READING/WRITING PORTFOLIOS

Another great way to assess or monitor the student’s process is using portfolios. With this assess technique not also the teacher will see the advance, but the student will also have the opportunity to assess himself about his process.

CONCLUSIONS

Activities for assessing reading should be based on activities for teaching reading.

Assessment of reading, like instruction, takes planning, time and experience.

CONCLUSIONS

Assessment of reading must include decoding skills and reading comprehension strategies.

Include student attitudes and feelings toward reading.