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Reading Assessment

Reading Assessment. INTRODUCTION. From the reading: SELF-ASSESSMENT Discuss the self-assessment questionnaire What did you like about it? What didn’t you like about it? Was it helpful? Why?. Brainstroming: Characteristics of Successful readers. What do we know about a successful reader?

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Reading Assessment

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  1. Reading Assessment

  2. INTRODUCTION • From the reading: SELF-ASSESSMENT • Discuss the self-assessment questionnaire • What did you like about it? • What didn’t you like about it? • Was it helpful? • Why?

  3. Brainstroming: Characteristics of Successful readers • What do we know about a successful reader? • “ A successful reader is an engaged reader.” • “ A successful reader is an active reader.”

  4. Activity 1: Genre • What is Genre? • With your partner, please discuss the genre.

  5. Activity 2 ? • Good readers do not have to see everything on the page • →　just enough to get the meaning.

  6. Activity3 • Good readers do not have to see everything on the page, but just enough to get the meaning. • Then what about this?

  7. 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."

  8. “Thanks,” says the grandpa. “But I am William. The little bastard’s name is Kevin.”

  9. Activity 4 • chūnmiánbùjuéxiǎo • chùchùwéntínniǎo • yèláifēngyǔshēng • Huāluòzhīduōshǎo • Video • What does the passage mean? • Reading is NOT simply sounding out words

  10. 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

  11. Activity 6 With help such as visual aids, audio, graphic organizer, you understand better. Let’s try to read the following 「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~

  12. Activity 7 Just knowing the title of the text helps understand better. • Follow the instructions: • 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”

  13. Why do we need to assess reading? • Understand students’ reading growth • Evaluate teacher’s teaching effectiveness

  14. What do we need to know about assessing reading? • Assees reading process & reading product

  15. Reading processes • Skills and strategies--readers use • decoding, determining vocabulary meaning, reading fluently, and comprehending • Reading product • Scores of quiz, test, questions, etc. Product Process

  16. Process-oriented reading assessment • 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.

  17. Product-oriented reading assessment • 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.

  18. 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.

  19. 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.

  20. Practice Use the textbook you brought to create a scaffolding activity for students to learn how to self-assess.

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