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Designing assessment tasks: Selective reading, Alexa Breña, W5AP5B,…
Designing assessment tasks:
Selective reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
There is a category in which the test designer focuses on formal aspects of language. Includes what many incorrectly think of a testing "vocabulary and grammar".
Tasks to use to assess lexical and grammatical aspects of
reading
hability.
Multiple-choice (for form-focused criteria)
It is easy to administer and can be scored quickly.
This kind of darting from one context to another in a test has become so commonplace that learners expect the disjointedness.
A better contextualized format is to offer a modified cloze test adjusted to fit the objectives being assessed.
In this example, the context of the story may not specifically help the test-taker to respond more easily, but it allows the learner to attend to one set of related sentences for eight items that assess vocabulary and grammar.
Matching tasks
The test-taker's task is simply to respond correctly, which makes matching and appropiate format.
The most frequently appeaing criterion in marching procedures is vocabulary.
To add a communicative quality to matching, the first numbered list is sometimes a set of sentences with blanks in them, with a list of words to choose from.
Matching task have the advantage of offering an alternative to traditional multiple-choice or fill-in-the-blank formats and are sometimes easier to construct than multiple-choice items, as long as the test designer has chosen the matches carefully.
Editing tasks
Not only focuses on grammar but also introduces a simulation of the authentinc task of editing.
Authenticity may be supported if you consider proofreading as a real world skill.
Picture-cued task
Pictures and photographs may be equally well utilized for examining ability at the selective level. Several types of pictured-cued methods are commonly used.
Test-takers read a sentence or passage and choose one of four pictures that is being described. The sentence (or sentences) at this level is more complex.
Test-takers read a series of sentences or definitions, each describing a labeled part of picture or diagram. Their task is to identify each labeled item.
Gap-filling task
Items in wich the test-taker's response is to write a word or a phrase.
An extension of simple gap-filling tasks is to create sentence completion items where test-takers read parto of sentence and then complete it by writing a phrase.
Questionable assessment of reading ability.
The task requires both reading and writing performance, thereby rendering it of low validity in isolating reading as the sole criterion
Another drawback is scoring the variety of creative responses that are likely to appear.
In a test of reading comprehension only, you must accept as correct any responses that demonstrate comprehension of the first part of the sentence
Alexa Breña
Alejandro Morales
Grecia Rodríguez
Multiple-choice vocabulary/grammar tasks
Contextualized multiple-choice vocabulary/grammar tasks
Multiple-choice cloze vocabulary/grammar tasks
To respond item #31, the test-taker need to be able to comprehend the context of needing a
larger
suitcase.
Vocabulary matching task
Selected fill-in vocabulary task
Multiple-choice grammar editing task
Multiple-choice picture-cued response
Diagram-labeling task
Sentence completion task
Team 5.2
