Bài giảng môn Phương pháp kiểm tra và đánh giá học tập: Chapter 8 - Phan Thị Thu Nga

Chapter 8 presents testing reading comprehension. The main contents in this chapter includes: The nature of the reading skills, initial stages of reading: matching tests, Intermediate and advanced stages of reading: matching tests, true/false reading tests,...

Chapter 8

Testing reading comprehension

Chapter 8

Testing reading comprehension

I The nature of the reading skills

II Initial stages of reading: matching tests

III Intermediate and advanced stages of

reading: matching tests

IV True/false reading tests

V Multiple choice items

VI Completion items

VII Rearrangement items

VIII Cloze procedure

IX Open – ended and miscellaneous items

X Cursory reading

IV True/false reading tests

reading comprehension

very reliable indices of reading

comprehension if well constructed and tests & enough items

 Disadvantages of True/False items

chance of giving a correct answer for each item;

average test difficulty is 75 %  the test may fail to discriminate widely enough among the testees unless a lot of items

 Some guidelines for True/False

items

concise as possible

into 2 categories:

(1) independent of a reading text;

(2) depending on a text

 Notes

based on a reading extract (type 2) forms one of the most widely used types of reading tests

at both elementary and more

advanced levels

V Multiple choice items

(1) at elementary, intermediate and

advanced levels (2) described as a test of

comprehension of grammatical structure

(3)consisting of a very short reading

extract of only a few sentences; The testees to answer only one comprehension test item on each reading passage (see in TOEIC tests)

 Longer texts

comprehension, but not all

multiple choice reading tests are necessarily good tests of reading comprehension

passage: the most important & related to the broader aims of the language teaching situations

 Notes

should contain the type of reading task which will be demanded of the testees in later real life

situation

achievement test, the reading

passage should be similar to the type of reading material which

students have done at school

 The length of the reading extract

 Passages dealing with a series of events, a collection of facts, or

different opinions and attitudes  suitable for multiple choice items

on the length and complexity of

the text

VI Completion items

(p.124-129)

word or a short phrase, but the

test constructors must ensure that there is only one correct answer

completion in the items following the text

text itself The blanks have been substituted for what the test writer considers the most significant

content words

VII Rearrangement items

understand a sequence of steps in

a process or events in a narrative

have to unscramble or arrange

sentences in the correct order

this type are based on a reading comprehension text and should be unscrambled in the light of the

information contained in the text

VIII Cloze procedure

systematically & the construction

of a cloze test is purely

mechanical

cloze test is to measure reading comprehension; it measures

textual knowledge (an awareness

of cohesion in a text)

to measure global reading

comprehension although insights can undoubtedly be gained into particular reading difficulties

IX Open – ended and

miscellaneous items

questions which elicit a completely

subjective response on part of the

testees

from one-word answer to one or two sentences

least two or three marks should be awarded for each correct answer

 Test constructors should write

down precisely how marks should

be awarded as the marking

scheme will serve as a reminder all the times

more than one examiner is

marking the items

 The text itself can determine the types of items

passage may be followed by one

or two multiple choice items,

several true/false items, a few

completion items and one or two open-ended items

X Cursory reading

to denote the skills involved in reading quickly: skimming &

scanning

text to get the gist / main idea of the content

locate specific information

 The actual reading speed

considered necessary will be

largely determined by the type of the text and will be vary according

to the purpose for which it is being read

 A small number of questions

concerning only the major points and general outline of the text are given in tests of skimming

back to the text while skimming

but to jot down notes

administered only when students have been prepared for the tasks involved in such tests