AUTONOMOUS UNIVERSITY OF BAJA CALIFORNIA

LANGUAGE SCHOOL

BACHELOR IN LANGUAGE TEACHING

Educational evaluation
Tutor: Icela Lopez Gaspar

Topic: Assessing Reading

Presents:
Maribel Ronquillo Lopez
Karen Andrea Vega Rocha
Pablo Rodrigo Montalvo Barajas
April 11th, 2019
 Introduction
In the following presentation, the aim is to students and also teachers,
you will be able to see the different types of reading.
Including genres, the micro and macro skills for reading comprehension.
The importance of knowing these types of reading is that it focuses on how we
develop and use activities for a successful and meaningful learning environment.
Here we include several examples of activities we can use while using one of the other
four types of reading, such as selective, interactive, extensive and perceptive.
 Assessing Reading

Reading is a skill that teachers simply expect learners to acquire. Is reading so natural?
Reading does not end with the measurement of comprehension.
 Types of Reading (Genres)

Academic reading:
General interest articles, technical reports, reference material, textbooks, theses, essays,
papers, test directions, editorials and opinion writing.

Job-related reading:
Messages, letters/emails, memos, reports, schedules, labels, signs, announcements,
forms, applications, questionnaires, financial documents, directories, manuals and
directions.

Personal reading:
Letters, emails, invitations, messages, notes, lists, schedules, recipes, menus, maps,
calendars, novels, short stories, jokes, drama, poetry, questionnaires, immigration
documents, and cartoons.
 Microskills

1. Discriminate the 2. Retain chunks of 3. Process writing at 4. Recognize a core of

distinctive graphemes different lengths in an efficient rate of words, interpret word
and orthographic short-term memory. speed to suit the order patterns
patterns of English. purpose.

6. Recognize that a 7. Recognize cohesive

5. Recognize grammatical
particular meaning may devices in written
word classes, systems,
be expressed in different discourse.
patterns, rules and elliptical
grammatical forms.
forms.
 Macroskills

1. Recognize rhetorical forms of 2. Recognize the communicative 3. Infer context that is not
written discourse and their functions of written texts (form and explicit by using
interpretation. purpose). background knowledge.

4. Infer links and connections between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, new info, generalization, and exemplification.

5. Distinguish between 6. Detect culturally specific 7. Develop and use reading

literal and implied references, interpret the in the strategies. (scanning, skimming,
meaning. appropriate cultural schemata. etc.)
 Principle strategies for reading
comprehension
● Identify the purpose in reading a text.
● Apply spelling rules.
● Use lexical analysis (prefixes, roots, suffixes,etc.) to determine meaning.
● Guess the meaning of words, idioms when you are certain.
● Skim the text for main ideas.
● Scan the text for specific information (names, dates, keywords).
● Use silent techniques for fast processing.
● Use marginal notes, outlines, charts, or semantic maps for retaining
information.
 Perceptive Reading

Perceptive Reading tasks involve attending to the components of large stretches

of discourse: letters, words, punctuation, and other graphemic symbols.

DESIGNING ASSESSMENT TASKS

Reading Aloud
Written Response
Separate letters, words and short
Test-taker’s takes is to reproduce the
sentences and reads them aloud in
probe in writing. If an error occurs, be
the presence of an administrator.
sure to search its source.
Any recognizable oral
approximation is correct.
Multiple-Choice

Useful at low levels.

True/false, choose the letter,
same/different
 Selective Reading

Recognition of lexical, grammatical or discourse features through picture-cued

task, matching, true-false, multiple choice,. Stimuli include sentences, brief
paragraphs, simple charts and graphs.

DESSIGNING ASSESSMENT
TASKS

Matching Tasks

Respond correctly.
Typical format.
Editing Tasks

It is not only focused on grammar but

also introduces a simulation of the
authentic task of editing or discerning
error in writing passages.
 Interactive Reading

Stretches of language of several paragraphs to one page or more, in which the

reader must, in a psycholinguistic sense, interact with the text. Negotiating
meaning process. Questionnaires, memos, announcements, directions, recipes…

DESIGNING ASSESSMENT TASKS

Cloze Tasks
The ability to fill in gaps in an incomplete image and supply omitted details.
Usually a minimum of two paragraphs.
30 – 50 gaps.
b) Cloze procedure, rational deletion (prepositions and conjunctions)
a) C-test procedure

b) Cloze-elide procedure
 Scanning
Find relevant information in a text.
Essay, chapter in a textbook, technical report,
menu, application form, etc.
Locate: Date, name, places, setting, principal
división of a chapter, cost, specified data.

Editing
Pages of 200 to 300 words. Authenticity is increased.
Simulates proofreading.
Categories like:
Impromptu Reading Plus Comprehension Sentence structure Conditionals
Questions Noun Modal auxiliaries
 Extensive Reading

More than a page. Professional articles, essays, technical reports, short stories
and books.
Tasks like: editing, scanning, ordering and interpretation also apply here.

DESIGNING ASSESSMENT TASKS

Skimming Tasks

Rapid coverage of reading matter

to determine its gist or main idea.

Task-taker skins a text and answers

questions such as following:
Summarizing and Responding

One of the most common means of assessing is to asks the task-taker to write a summary.

Directions:
 Limited response Sentence- Comprehension Items
“Same-different technique”

Advantages:
Advantages: - Easy to write true-false items on pictures.
-Easy to construct and score. -Testing skills of near beginning Ss.
-Recognition of letters required. -Rapid way to teach reading comprehension.

Limitations: Limitations:
-Does not involve actual reading. -Time consuming (good pictures)
-Can reduce reading speed. -Not all reading skills are covered
Passage Comprehension

1. 2.

Multiple choice cloze

 Conclusion
As you can see in assessing reading we do not just measure reading
comprehension, there are other types of exercises you can use with your
students. When designing a test take in consideration the different types of
questions and answers you can create in order to achieve this skill in
particular. Remember to check the content validity which allows you to
identify if the text is related to what you are asking the students to answer.
Also, it is important to consider the level you are teaching in order to create
those type of exercises.
 Thank you for your attention.

If you have any doubts, please consider

contacting us by email:

a1148717@uabc.edu.mx
a1154066@uabc.edu.mx
maribel.ronquillo@uabc.edu.mx
 References
Brown, H.D. (2004). Language assessment: principles and classroom practices. White Plains, NY: Longman.

Madsen, H.R. (1983). Techniques in Teaching. Oxford University Press. Recovered from.
https://es.scribd.com/document/96903180/Techniques-in-Testing-by-Harold-H-Madsen