Reading Assessment

READING ASSESSMENT
INTRODUCTION
From the reading: SELF-ASSESSMENT
 Discuss the self-assessment questionnaire
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What did you like about it?
 What didn’t you like about it?
 Was it helpful?
 Why?
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BRAINSTROMING:
CHARACTERISTICS OF SUCCESSFUL READERS
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What do we know about a successful reader?
“ A successful reader is an engaged reader.”
“ A successful reader is an active reader.”
ACTIVITY 1: GENRE
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What is Genre?
With your partner, please discuss the genre.
ACTIVITY 2
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?
Good readers do not have to see everything on the page
→ just enough to get the meaning.
Activity 3
• Good readers do not have to see everything on
the page, but just enough to get the meaning.
Then what about this?
A woman in a supermarket is following a grandfather and his badly-behaved grandson.
He has his hands full with the child screaming for sweets, biscuits, all sorts of things.
The grandad is saying in a controlled voice: "Easy, William, we won't be long . . . easy
boy."
Another outburst and she hears the grandad calmly say : "It's okay William. Just a
couple more minutes and we'll be out of here. Hang in there, boy."
At the checkout the little horror is throwing items out of the trolley. Grandad says again
in a controlled voice : "William, William, relax buddy, don't get upset. We'll be home in
five minutes, stay cool William."
Very impressed, she goes outside to where the grandfather is loading his groceries and
the boy into the car. She says :
"It's none of my business, but you were amazing in there. I don't know how you did it.
That whole time you kept your composure, and no matter how loud and disruptive he
got, you just calmly kept saying things would be okay. William is very lucky to have
you as his grandad."
“Thanks,” says the grandpa.
“But I am William.
The little bastard’s name is Kevin.”
ACTIVITY 4
chūn mián bù jué xiǎo
chù chù wén tín niǎo
yè lái fēng yǔ shēng
Huā luò zhī duō shǎo
Video
• What does the passage mean?
• Reading is NOT simply sounding out words
ACTIVITY 5
Ocne uopn a tmie trehe was a daer little gril who was loevd by evoryene who leokod at
her, but msot of all by her gmandrother, and tehre was notnihg taht she wuold not
hvae gvien to the cihld. Ocne she gvae her a lttile rinidg hood of red vlevet, wcihh
seitud her so wlel taht she wuold neevr waer atynhing esle; so she was alawys claled
'Llttie Red Rndiig Hood.'
Micro skills vs. Macro skills
Bottom-up vs. Top-down
With help
such as visual aids, audio, graphic
Let’s try to read the following organizer, you understand better.
ACTIVITY 6
「どなたですか？」
「りんご売りのばあさんじゃがな。ころんで足をくじいてし
まったんじゃよ。少し休ませてもらえんじゃろうか。」
心の優しい白雪姫はおばあさんを休ませてあげました。
「だいぶ楽になった。お礼にこのりんごを差し上げよう。」
「まあこんなに真っ赤なりんご初めてだわ。」
「特別おいしいりんごじゃよ。さあ、早くお食べ。」
毒のりんごを食べた白雪姫はパタリと倒れてしまいました。
Video: http://www.youtube.com/watch?v=m4sD9vPIbkc
6:45~
Activity 7
Follow the instructions:
1.
2.
3.
Just knowing the title of the text
helps understand better.
Draw a large oval
Sketch in three ovals
Add two triangles, and three lines in each side
What do you need to understand the instruction better?
The title!
“Drawing a Cat”
WHY DO WE NEED TO ASSESS READING?
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Understand students’ reading growth
Evaluate teacher’s teaching effectiveness
WHAT DO WE NEED TO KNOW ABOUT ASSESSING
READING?
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Assees reading process & reading product
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Reading processes
Skills and strategies--readers use
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decoding, determining vocabulary meaning, reading fluently, and
comprehending
Reading product
Scores of quiz, test, questions, etc.
Process
Product
PROCESS-ORIENTED READING ASSESSMENT
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Focus on the skills and strategies that students use to
construct meaning from the text.
It allows teachers to assess in the midst of students’ learning.
It helps teacher determine what skills and strategies are
working (or not working) as the student attempts to construct
meaning.
Assessment is not only to measure comprehension but also
strategies used or not used.
PRODUCT-ORIENTED READING ASSESSMENT
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It provides an after-the-fact account of student reading
achievement.
It helps teachers determine student’s achievement in realtion
to important benchmarks, standards, and goals.
Product assessments are relatively limited in their ability to
provide detail on what students can and can’t do as they read.
SELF-ASSESSMENT
Traditional: Student work, such as a quiz, test, or written report,
is handed in, evaluated and graded, and then returned to the
student.
-->The student earns a score but gains no understanding of how
assessment works.
A hallmark of the successful reader is the ability to monitor his
or her reading and conduct an ongoing assessment of reading
progress (Pressley and Afflerbach, 1995).
-->A good start is asking and modeling simple and
straightforward assessment questions and helping students
learn to ask them and answer them independently.
PRACTICE
Use the textbook you brought to create a scaffolding activity for
students to learn how to self-assess.

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