Chapter 8 Chapter 8 Testing reading Testing reading comprehension comprehension

Chapter 8 Chapter 8 Testing reading comprehension Testing reading comprehension

I.I.

II.II.

III. III.

IV. IV.

V.V.

VI.VI.

VII.VII.

VIII.VIII.

IX. IX.

X.X.

The nature of the reading skills The nature of the reading skills Initial stages of reading: matching tests Initial stages of reading: matching tests Intermediate and advanced stages of Intermediate and advanced stages of reading: matching tests reading: matching tests True/false reading tests True/false reading tests Multiple choice items Multiple choice items Completion items Completion items Rearrangement items Rearrangement items Cloze procedure Cloze procedure Open – ended and miscellaneous items Open – ended and miscellaneous items Cursory reading Cursory reading

IV. True/false reading tests IV. True/false reading tests

one of the most widely used tests of  one of the most widely used tests of reading comprehension reading comprehension

The scoring: straightforward & quick  The scoring: straightforward & quick scoring obtained by the testees  scoring obtained by the testees very reliable indices of reading very reliable indices of reading comprehension if well constructed comprehension if well constructed and tests & enough items and tests & enough items

 Disadvantages of True/False items Disadvantages of True/False items

(2)(2)

encourage guessing- 50% chance (1)(1) encourage guessing- 50% chance of giving a correct answer for each of giving a correct answer for each item; item; the base score is 50%, so the the base score is 50%, so the average test difficulty is 75 %  average test difficulty is 75 % the test may fail to discriminate the test may fail to discriminate widely enough among the testees widely enough among the testees unless a lot of items. unless a lot of items.

 Some guidelines for True/False items Some guidelines for True/False items

Each item should be as clear and  Each item should be as clear and concise as possible. concise as possible.

True/false reading tests are classified  True/false reading tests are classified into 2 categories: into 2 categories: (1) independent of a reading text; (1) independent of a reading text; (2) depending on a text. (2) depending on a text.

 NotesNotes

The construction of true/false items  The construction of true/false items based on a reading extract (type 2) based on a reading extract (type 2) forms one of the most widely used forms one of the most widely used types of reading tests. types of reading tests.

This kind of item is effectively used at  This kind of item is effectively used at both elementary and more advanced both elementary and more advanced levels. levels.

V. Multiple choice items V. Multiple choice items

Short texts: (p.116-117)  Short texts: (p.116-117) (1) at elementary, intermediate and (1) at elementary, intermediate and

advanced levels advanced levels (2) described as a test of (2) described as a test of

comprehension of grammatical comprehension of grammatical structure structure consisting of a very short reading (3)(3)consisting of a very short reading extract of only a few sentences; extract of only a few sentences; The testees to answer only one to answer only one The testees comprehension test item on each comprehension test item on each reading passage (see in TOEIC reading passage (see in TOEIC tests). tests).

Longer texts  Longer texts

a useful way of testing reading  a useful way of testing reading comprehension, but not all multiple comprehension, but not all multiple choice reading tests are choice reading tests are necessarily good tests of reading necessarily good tests of reading comprehension comprehension

The sample of the reading  The sample of the reading passage: the most important & passage: the most important & related to the broader aims of the related to the broader aims of the language teaching situations language teaching situations

 NotesNotes

In a test of proficiency, the text  In a test of proficiency, the text should contain the type of reading should contain the type of reading task which will be demanded of the task which will be demanded of the testees in later real life situation. testees in later real life situation.

In a class progress test or  In a class progress test or achievement test, the reading achievement test, the reading passage should be similar to the passage should be similar to the type of reading material which type of reading material which students have done at school. students have done at school.

 The length of the reading The length of the reading extract extract

elementary level: 50-100 words elementary level: 50-100 words

intermediate level: 200-300 words intermediate level: 200-300 words

advanced level: 400-600 words advanced level: 400-600 words

 The number of items

Passages dealing with a series of  Passages dealing with a series of events, a collection of facts, or events, a collection of facts, or different opinions and attitudes  different opinions and attitudes suitable for multiple choice items. suitable for multiple choice items.

The number of items depending depending on the length and complexity of the on the length and complexity of the text. text.

VI. Completion items VI. Completion items (p.124-129) (p.124-129)

 Type 1

requiring the testees to supply a  requiring the testees to supply a word or a short phrase, but the test word or a short phrase, but the test constructors must ensure that there constructors must ensure that there is only one correct answer is only one correct answer Type 1: consisting of blanks for : consisting of blanks for completion in the items following completion in the items following the text. the text. : consisting of blanks in the Type 2: consisting of blanks in the  Type 2 text itself. The blanks have been text itself. The blanks have been substituted for what the test writer substituted for what the test writer considers the most significant considers the most significant content words. content words.

VII. Rearrangement items VII. Rearrangement items

 Type 1

 Type 2

useful for testing the ability to  useful for testing the ability to understand a sequence of steps in understand a sequence of steps in a process or events in a narrative a process or events in a narrative (jumbled sentences): Ss Type 1 (jumbled sentences): Ss have to unscramble or arrange have to unscramble or arrange sentences in the correct order. sentences in the correct order. : The jumbled sentences of Type 2: The jumbled sentences of this type are based on a reading this type are based on a reading comprehension text and should be comprehension text and should be unscrambled in the light of the unscrambled in the light of the information contained in the text. information contained in the text.

Cloze procedure VIIIVIII. . Cloze procedure

reading global reading

In cloze tests, words are deleted  In cloze tests, words are deleted systematically & the construction of systematically & the construction of a cloze test is purely mechanical. a cloze test is purely mechanical. The most common purpose of  The most common purpose of cloze test is to measure reading cloze test is to measure reading comprehension; it measures comprehension; it measures textual knowledge (an awareness textual knowledge (an awareness of cohesion in a text). of cohesion in a text). A true cloze text is generally used  A true cloze text is generally used to measure global to measure comprehension although insights comprehension although insights can undoubtedly be gained into can undoubtedly be gained into particular reading difficulties. particular reading difficulties.

IX. Open – ended and IX. Open – ended and

miscellaneous items miscellaneous items  The term

The term ‘open-ended’ refers to ‘open-ended’ refers to completely questions which elicit a completely questions which elicit a on part of the subjective response on part of the subjective response testees. testees. The response required may range  The response required may range from one-word answer to one or two from one-word answer to one or two sentences. sentences. When marking open-ended items, at  When marking open-ended items, at least two or three marks should be least two or three marks should be awarded for each correct answer. awarded for each correct answer.

Test constructors should write  Test constructors should write down precisely how marks should down precisely how marks should be awarded as the marking be awarded as the marking scheme will serve as a reminder all scheme will serve as a reminder all the times. the times.

Brief guidelines are essential if  Brief guidelines are essential if more than one examiner is marking more than one examiner is marking the items. the items.

The text itself can determine the  The text itself can determine the types of items. types of items.

A reading comprehension passage  A reading comprehension passage may be followed by one or two may be followed by one or two multiple choice items, several multiple choice items, several true/false items, a few completion true/false items, a few completion items and one or two open-ended items and one or two open-ended items. items.

 ‘‘cursory reading’

X. Cursory reading X. Cursory reading

- a general term to cursory reading’- a general term to denote the skills involved in denote the skills involved in reading quickly: skimming & reading quickly: skimming & scanning scanning

Skimming: glancing through the  Skimming: glancing through the text to get the gist / main idea of text to get the gist / main idea of the content the content

Scanning: skills used in reading to  Scanning: skills used in reading to locate specific information locate specific information

The actual reading speed  The actual reading speed considered necessary will be considered necessary will be largely determined by the type of largely determined by the type of the text and will be vary according the text and will be vary according to the purpose for which it is being to the purpose for which it is being read read

poor readers: below 200 wpm;  poor readers: below 200 wpm; average speed: 200-300 wpm;  average speed: 200-300 wpm; fast readers: 300-500 wpm  fast readers: 300-500 wpm

A small number of questions  A small number of questions concerning only the major points concerning only the major points and general outline of the text are and general outline of the text are given in tests of skimming. given in tests of skimming.

 Tests of speed reading should be Tests of speed reading should be administered only when students administered only when students have been prepared for the tasks have been prepared for the tasks involved in such tests. involved in such tests.

Testees are not allowed to refer  Testees are not allowed to refer back to the text while skimming but back to the text while skimming but to jot down notes. to jot down notes.