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Reading and Writing Assessment Guide

This document provides information about assessing reading and writing skills. It discusses [1] the basic processes used in reading comprehension, such as setting goals, recognizing words, and using grammar; [2] how reading purpose affects speed and thoroughness; and [3] characteristics of good reading tests, such as a combination of texts and tasks, and selection of appropriate texts. It also covers [1] factors to consider before writing, such as audience, topic, and language features; [2] matching test focuses and features; and [3] using analytic versus holistic scoring scales depending on the task. The key aspects of effective test and task design are appropriateness, fairness, and accurate scoring.

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27 views12 pages

Reading and Writing Assessment Guide

This document provides information about assessing reading and writing skills. It discusses [1] the basic processes used in reading comprehension, such as setting goals, recognizing words, and using grammar; [2] how reading purpose affects speed and thoroughness; and [3] characteristics of good reading tests, such as a combination of texts and tasks, and selection of appropriate texts. It also covers [1] factors to consider before writing, such as audience, topic, and language features; [2] matching test focuses and features; and [3] using analytic versus holistic scoring scales depending on the task. The key aspects of effective test and task design are appropriateness, fairness, and accurate scoring.

Uploaded by

af kim
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Topic 8: Assessing Reading & Writing

Tutorial Week 11.

BY: AFIFAH HUSNADIA, NURHUSNA,


NURUL HAMIZAH, MOHAMAD SYAMIL U6
1. Work in groups of three/four.
2. Watch the two videos (check the Material
section) on assessing reading and writing and
produce a graphic organiser (in ppt form) of the
main ideas for each video.
3. Complete questions in Section B in the two
worksheets.
All answers/findings will be in ppt form.
Section B: Assessing Reading
4. What three basic processes are normally used to create meaning from a
text?
Complete the statements.
Setting goals depending on our purposes for reading.
Recognizing individual words.
Using our understanding of the grammar of the language.

5. Different ways of reading are related to our purpose for reading.

We read quickly if we want to get general idea or find specific information.


We read very carefully to get a thorough understanding.
6.

7. Which common characteristics do good pencil and paper and computer-


based tests share?

A suitable combination of text and task.


8. On text selection

Select texts on the basis of their difficulty and specific details.

Questions should be answered with information in the text and not with the test takers’ background
knowledge.

Texts should not cause offence to any group of test takers.

9. On task development

A reading test needs to include a variety of different tasks. Complete the list with tasks types mentioned
in the video.

Choose the correct answers to the questions (Multiple choice, True/False….)


- be given a text, and asked to choose the answer from several alternatives
- Choose a sentence that best summarizes different text
- Asked to complete a text with words removed
- To make short written answers to questions
- Understand information from graphic form and label them or completing a table
- Reading into writing, read text and summarize them in your own words
10.
Section B: Assessing Writing
Decisions that affect test and task design

3. What do we think about before we start writing something? Match the two columns.

A. What? 1. The structure of the text

B. Who? 2. The grammar and vocabulary the text requires

C. How? 3. The audience for the text

D. Which features
of language? 4. The topic of the text
Section B: Assessing Writing
4. Look at the table. Decide if each test feature and focus is a good match (/)
or a bad match (X).

Test Focus Test Feature (/) or (X)

Writing a business letter Test takers: teenagers X

Assessing overall ability in A range of tasks /


writing

Writing a note to a friend A long essay X

Writing in informal language Audience: the boss X


Section B: Assessing Writing
Scores and score reporting

5. Who can give the scores to a test? A) People who have been trained and accredited
B) Teachers

6a. Match the description with the marking scale.

A. Analytic marking scale 1. Single overall score awarded


B. Global or holistic marking scale 2. Separate scores for different features

6b. Which scale would be best for assessing a personal email between teenagers?
= Analytic marking scale
Section B: Assessing Writing

If you want to know more about the relevance of scales to a task, watch the video on Assessing Speaking.

7. What three things are important in test or task design?

The task is appropriate for the skill being assessed.


The test is fair to the test taker.
The test is accurately scored

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