Testing-Lecture-13

9.1Thenatureofreadingskills9.2Initialstagesofreading:matchingtests9.3Intermediateandadvancedstagesofreading:matchingtests9.4True/falsereadingtests9.5Multiple-choiceitems9.6Completionitems9.7Rearrangementitems9.8ClozeprocedureBroadlyspeaking,someofthespecificskillsinvolvedinreadingcanbedefinedastheabilityto:-recognizewordsandwordgroups,associatingsoundswiththeircorrespondinggraphicsymbols;-deducethemeaningofwordsby(a)understandingwordformation(roots,affixation,derivationandcompounding);(b)contextualclues(e.g.Oneofthemembersofthegroupexposedtheplot,andthepoliceweresoonabletoarresttheleaders.);-understandexplicitlystatedinformation(e.g./wishAnnhadcome.=Anndidnotcome-hencemywish.);-understandrelationswithinthesentence,especially(a)elementsofsentencestructure(b)negation(c)frontingandtheme(d)complexembedding;-understandrelationsbetweenpartsofatextthroughbothlexicaldevices(e.g.repetition,synonyms,antithesis)andgrammaticalcohesivedevices,especiallyanaphoricandcataphoricreference(e.g.he,they,it;theformer,thelatter)andconnectives(e.g.since,after,because,although,however,inaddition);-perceivetemporalandspatialrelationships,andalsosequencesofideas;-understandconceptualmeaning,especially(a)quantityandamount(b)definitenessandindefiniteness(c)comparisonanddegree(d)meansandinstrument(e)cause,result,purpose,reason,condition,addition,contrast,concession;-anticipateandpredictwhatwillcomenextinthetext;-identifythemainideaandothersalientfeaturesinatext;-generalizeanddrawconclusions;-understandinformationnotexplicitlystatedby(a)makinginferences(i.e.readingbetweenthelines)(b)understandingfigurativelanguage;-skimandscan(lookingforthegeneralmeaningandreadingforspecificinformation);-readcritically;-adoptaflexibleapproachandvaryreadingstrategiesaccordingtothetypeofmaterialbeingreadandthepurposeforwhichitisbeingread.9.2.1WordmatchingThetesteesarerequiredtodrawalineunderthewordwhichisthesameasthewordontheleft.nowbow/not/how/now/mowsheepshop/shape/sleep/heap/sheepevernever/over/ever/fewer/even9.2.2Sentencematchinghetesteesarerequiredtorecognizeasquicklyaspossiblesentenceswhichconsistofthesamewordsinthesameorder.1.Tomisnotgoingtoyourschool.A.Tomisnotgoingtoyourpool.B.Tomisgoingtoyourschool.C.Tomisnotcomingtoyourschool.D.Tomisnotgoingtoyourschool.Type1Thetesteeslookatfourpicturesandthenreadasentenceaboutoneofthepictures.Theyarerequiredtoidentifythecorrectpicture.Theyarecyclingtowork.Type2Thetesteeslookatapictureandreadfoursentences,onlyoneofwhichisaboutthepicture.Theythenhavetoselectthecorrectsentence.A.JennyisthrowingtheballtoPeter.B.PeteriskickingtheballtoJenny.C.PeteristhrowingtheballtoJenny.D.JennyiskickingtheballtoPeter.A.Themanunderthetreeisreadinghisbook.B.Themanrestingunderthetreeislookingathisbook.C.Themanwiththebookissleepingunderthetree.D.Themancarryingthebookisgoingtositdownunderthetree.Type3Althoughthisitemtypeisreferredtohereasamatchingitem,itcouldequallywelltaketheformofatrue/falseitem(inwhichthetesteeswriteTorFatthesideofeachsentenceaccordingtowhetherornotthesentenceagreeswiththecontentsofthepicture).Inthisparticularinstance,testeeshavetoselectthe(four)sentenceswhichmatchthepicture.Fourofthefollowingsentencesagreewiththepicture.Putacircleroundtheletterofeachofthefoursentences.A.Thedogonthefloorisasleep.B.Thebabyisplayingwiththedog.C.Thebabyhasjustbrokenatoycar.D.Thetelevisionsetisonfire.E.Thedogisbehindthebaby.F.Thewomanhastakentheflowersoutofthebowl.G.Oneofthetwoboysishelpingthewoman.H.Thewomanisgoingtopickupabook.1.Thetwoboysarelisteningtotheradio.J.Theradioisonthetablebutthebookisonthefloorunderthetable.Type1Thefollowingitemtypeisincludedtoprovideanexampleofhowreadingcomprehensionmatchingtestscanbebasedonthedictionary.SetttlementsEnclosedhutgroupsarecharacteristicsettlementsintheareaandremainsofmorethanahundredstillexist.…….Anareaofsixacreswasenclosedcontainingmorethanthirtybuildings.Thelargeenclosure,asinthecaseofothermultiplesettlements,hadbeenbuiltontothesmallerandindicatesanexpandingcommunity.……ThefollowingdictionarydefinitionsareforwordsusedinthepassageSettlements.Writethewordsfromthepassagenexttotheappropriatedefinition.havingorinvolvingmorethanonepartasanindividual...........servingasrepresentative...........becominggreaterinsize...........enoughtomeetaneedorpurpose...........havingsomethingincommon...........inmostcases...........isasignof...........verynearto;approximate...........brokenofforincomplete...........inexistence;surviving...........Type2Thetesteesarerequiredtomatchappropriatewordsorinformationinthetextwiththecorrectpartsofadiagram.1.___________2.___________3.___________4.___________5.___________6.___________7.___________8.___________9.___________10.___________Advantages:Theycanbeconstructedeasilyandquickly,allowingtheteachermoretimeforothertasks;Theycanbeveryreliableindicesofreadingcomprehensionprovidedthattheitemsarewellconstructed;Thescoringofsuchateststraightforwardandquick.Disadvantages:Itcanencourageguessing,sincetesteeshavea50percentchanceofgivingacorrectanswerforeachitem;Asthebasescoreis