π Understanding reading comprehension assessment is crucial for teachers. They need to consider the purpose, test construct, and impact on learners.
π When creating a reading task or test, teachers should be aware of the level of students, sub-skills, and time.
π Different types of reading require different skills, such as scanning, skimming, and reading for detail or in depth.
π In reading comprehension assessment, different types of reading skills are tested, such as search reading, skimming, and careful reading.
π Fast reading skills, like skimming, are used to quickly understand the main idea of a text with limited details, while careful reading is needed to accurately understand detailed information.
π‘ It is important to teach and practice both careful and fast reading skills in order to effectively assess and improve reading comprehension.
π Reading comprehension requires understanding the basic meaning of phrases and sentences.
π‘ Inferencing skills are crucial for reading between the lines and understanding implied information.
π Comparing and contrasting information across texts is a challenging cognitive process in reading comprehension.
π Different types of texts can be used in reading comprehension assessments, including books, articles, advertisements, and informational material.
π The differences between types of texts include length, style, register, target audience, lexical differences, and purpose.
π Text difficulty in assessments varies based on topics, information, language complexity, and discourse mode, and should match the proficiency level of the learners.
π Reading comprehension tasks can be selected-response tasks, semi-productive tasks, or productive tasks requiring limited writing.
π There are different types of tasks used in reading comprehension assessments, including selective response, productive or integrated skills, and information transfer tasks.
π Multiple choice questions are frequently used in reading comprehension tests, but they only test receptive skills and may have a negative impact on teaching and learning.
π Information transfer tasks require limited writing and can be close to real-life tasks, but clear guidance and scoring criteria are necessary.
π¬ Integrated skills tasks, such as summarizing or discussing what was read, are realistic and engaging, but assessing comprehension through these tasks can be time-consuming and subjective.
βοΈ There is no best way to test reading comprehension, as each task type has its own advantages and disadvantages.
𧩠A variety of task types should be used in reading comprehension assessments to ensure fairness and cover a broad range of reading skills.
π‘ Considerations when developing or choosing tasks include task difficulty, clear instructions, a range of task types, task order, and timing.
π Scoring reading tasks can involve giving correct answers a score of one and incorrect answers a score of zero. Weighting can be used to make some questions worth more than others.
π Reading comprehension assessment should include a range of item types to test different skills.
π Translation can be valuable for promoting reading comprehension, but it has limitations.
π Extended reading can be encouraged by providing access to a good library and incorporating technology.
π‘ Skimming and scanning are selective reading techniques with different focuses.
π Simplified readers are a good starting point, but students should be encouraged to read original texts.
π There is now more access to authentic material online for language teachers.
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