Reading Assessment

A number of applications for assessments can be drawn from the foregoing description of the nature of reading in the first and second languages and effective instructional practices for increasing reading comprehension. These include the importance of determining students’ prior knowledge, making students accountable for how they use reading rime in class. Assessing students’ progress in acquiring both decoding skill and reading comprehension strategies, observing how students collaborate in group as well as how they work individually and reviewing students’ personal responses to reading.

Garcia (1994) and Routman (1994) suggest that, in tying instruction to assessment, the key questions become. What do I as a teacher need to know about each student’s literacy and language development in order to plan instruction? And what instructional activities and task can I use to find this out and document it? Information resulting from literacy assessment should help teachers identify students; needs and plan for the most suitable instructional activities.

The reading assessment requires planning and organization. They have lies in identifying the purpose of reading assessments and matching instructional activities to that purpose. After identification of assessment purpose, it is important to plan time for assessment, develop rubrics and/or scoring procedures, set standard, select, assessments activities, and record teacher observations. In this section we discuss each of these steps.

Any assessment of reading must begin with the purpose of the assessment. At least four major purposes for classroom-based assessment of reading have been identified (John 1982).

Develop initial criteria y which students’ reading progress will be measured before using instructional activities for assessment. Criteria should be stated in term of what students can do rather than what they cannot do. The best way to develop scoring procedures and rubrics or rating scale is with students input. Get students involved by asking them what good reader do. Use a model scoring rubric that you can adapt later or ask colleagues for feedback on. You will probably need to modify the criteria periodically, based on actual students performance.

Standard set for reading comprehension can be set by establishing cut-off scores on a scoring rubric or rating scale. For example, at least three levels of reading performance could be described as novice, intermediate, and advanced. If most of the students you teach are in the intermediate category, you may want to establish several levels within that category in order to show students they are making progress while still at an intermediate level.

Posted by Unknown on Tuesday 9 September 2014 - Rating: 4.5

Title : Reading Assessment
Description : A number of applications for assessments can be drawn from the foregoing description of the nature of reading in the first and second la...

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