Summarizing and responding. The teacher is asking students to read a longer text ("The Lord of the Flies") and then write an essay showing their understanding of the book and expressing their own opinion, which fits the description provided of the summarizing and responding method for assessing extensive reading.
Summarizing and responding. The teacher is asking students to read a longer text ("The Lord of the Flies") and then write an essay showing their understanding of the book and expressing their own opinion, which fits the description provided of the summarizing and responding method for assessing extensive reading.
Summarizing and responding. The teacher is asking students to read a longer text ("The Lord of the Flies") and then write an essay showing their understanding of the book and expressing their own opinion, which fits the description provided of the summarizing and responding method for assessing extensive reading.
Summarizing and responding. The teacher is asking students to read a longer text ("The Lord of the Flies") and then write an essay showing their understanding of the book and expressing their own opinion, which fits the description provided of the summarizing and responding method for assessing extensive reading.
SKILLS ABANTO LEÓN, JONATHAN AVILA MARIÑOS, LUIS CERNA ALFARO, JOSEPH Designing Assessment Tasks in ...
01 Interactive Reading
02 Extensive Reading 01 Designing Assessment Tasks: Interactive Reading Cloze tasks Two approaches to the scoring of Cloze test
Exact Word Appropriate Word
method method CLOZE PROCEDURE, FIXED RATIO DELETION
CLOZE PROCEDURE, RATIONAL DELETION
Variations on standard Cloze Testing
C-test Cloze-elide procedure Disadvantage - Fast and efficient readers are not adept at detecting the intrusive words. Good readers naturally weed out such potential interruptions. IMPROMPTU READING PLUS COMPREHENSION QUESTIONS "Read a passage and answer some questions” Technique Example:
Reading Computer-based comprehension TOEFL passage Short-Answer Tasks "Read a passage and answer some questions” Technique
Reading passage is Opened-ended presented and the test Reading taker reads questions comprehension that, must be answered in questions a sentence or two. Editing (Longer Texts) ADVANTAGES ● Authenticity is increased.
● The task simulates
proofreading one's own essay.
● The teacher can
elaborate details for the grammatical and rhetorical categories. EXAMPLE Scanning TYPES OF WHICH MAY BE PRESENTED
A technical report A chapter in a textbook A one or two page An essay news article A menu
A table or chart about
some research findings An application form EXAMPLE Ordering Tasks 1. All Canadians have access to medical services at a reasonable price.
2. Finally, Canada’s cities are clean and efficiently managed.
3. As a result, Canada is a desirable place to live.
4. First, Canada has an excellent health care system.
EXAMPLE 5. Second, Canada has a high standard of Education.
6. There are 3 reasons why Canada is one of the best countries.
7. Students are taught by well-trained teachers and are encouraged to study.
8. Canadian cities have many parks and lots of space for people to live.
Answer: 6, 4, 1, 5, 7, 2, 8 and 3 Information Transfer To understand information, students must be able to:
Comprehend the Comprehend labels,
different types of charts. headings, numbers, and symbols.
Comprehend the possible Make inferences that
relationships among are not overtly elements of the graphic. presented. EXAMPLE: read graphics
MARIA'S FAMILY
Maria EXAMPLE: read graphics
A STORE ADVERTISEMENT EXAMPLE: read graphics
ORDER THINGS EXAMPLE: read passages with graphs 02 Designing Assessment Tasks: Extensive Reading It includes all those texts that are longer than those previously seen and treated. It includes:
Magazine articles Short stories
Technical reports Specialized books. Long essays ● When trying to evaluate extensive reading, the learner is likely to put more emphasis on writing than reading, however, so that this does not become an impediment for the evaluators. ● There are some tasks that are very useful for the intensive reading assessment. So we have:
Improvised reading in Order
addition to comprehension questions
Edition Transfer of information
Scanning interpretation Skimming Tasks ● This is a method where reading is quickly covered, focusing only on the keywords in order to understand their essence, usefulness to the reader, purpose, and organization, as well as the perspective and point of view of the writer.
● It is not limited to large texts, but can also be
used on texts of less than half a page. So, its use is so simple that during it, the evaluating teacher reads a text or has their learners read it, and then proceeds to ask questions such as:
● What is the main idea of this text?
● What is the author's purpose in writing the text? ● What kind of writing is this? ● What kind of writing is this ● What do you think you will learn from the text? ● How useful will the text be for your future or present profession? EXAMPLE In the event that a teacher decides to take a 3-page story, that is, a fairly long text, to his high school students, he can once the reading is finished, ask:
● What is the main idea?
● What is the author's intention in the text? ● What kind of writing are we looking at? ● What kind of text is this? ● What can you learn from this text? ● What do you think you will learn from the text? ● How useful will the text be for your future or present? Summarizing and Responding This consists in that once the reading is finished, the learner is asked to make a short summary that includes what has been read before.
Short text that ranges from 100 to 150 words, and
should include the personal appreciation of the learner. THE CRITERIA FOR EVALUATING THE AFOREMENTIONED ABSTRACT IS:
Express the main idea and
supporting ideas.
It is written in the student's words.
Vocabulary used is acceptable.
Shows ease in the use of
language and expresses the ideas of the text. EXAMPLE In the event that the evaluating teacher proposed the reading of "Mein Kampf", and then asked the students to write an essay showing their understanding of the book, in addition to proposing whether they are for or against the author's opinion, and from this, the teacher performs the evaluation. Note-Taking and Outlining It is the ultimate method of assessing a reader's understanding of a long text.
It may seem very simple, and is directly dependent on
the student taking notes, which will give the evaluating teacher indicators of the presence or absence of effective reading strategies. EXAMPLE In the event that a teacher wishes to evaluate his students, he gives everyone a long text, and makes the indication to them, thus, while they read, he moves around their seats and observes the annotations that they make. That will give you an outline of your students' level of understanding and writing to be assessed. Reference: Brown, H. Douglas (2004). Language Assessment, Principles and Classroom Practices, Pearson Education, Longman THANKS! CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik Questions 1. What is your opinion about Cloze Tasks? Are they good to students? why? 2. Do you think that the use of scanning is one of the best strategies to improve reading comprehension in students? 3. In the case that the teacher proposed to read “The Lord of the Flies”, and then asked the students to write an essay. What kind of method are we looking at?
