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Assessing Reading - Coggle Diagram

- - - - Top-down processes for comprehension
- - - - Assess reading comprehension
    - - Reproduce the probe in writing
    - - Other formats: same/different, circle the answer, etc.
    - - Shown a picture with written text and give many possible tasks to perform
    - - Reading recognition of lexical, grammatical, or discourse features of language
        
        Combination of bottom-up and top-down processes
      - Multiple-choice (form-focused criteria)
        
        Assess vocabulary and grammar
      - Matching task
        
        Criterion: vocabulary
      - Editing tasks
        
        Assess linguistic competence (grammar & simulation of authentic task)
      - Pictured-cued tasks
        
        Visual representations
        
        Read a sentence and choose one of four pictures described
        
        Definitions
        
        Read a series of sentences, each one discribing a labeled part of a picture
      - Gap-Filling tasks
        
        Sentence completion items by writing a phrase
      - Interactive
        
        Stretches of language of several paragraphs to one page or more
        
        Anecdotes, short narratives and descriptions, excerpts from longer texts, etc.
        
        Cloze tasks
        
        A sentence with a word left out should have enough context to guess the correct word (formal schemata and content schemata)
        
        Impromptu reading plus comprehension questions
        
        Based on a 250-word passage
        
        Short-answer tasks
        
        A reading passage is presented, and the test-taker reads some questions must be answered (written form) in a sentence or two
        
        Editing (Longer texts)
        
        Longer passages of 200 to 300 words
        
        Advantages
        
        Authenticity
        
        Simulate proofreading
        
        1 more item...
        
        Scanning
        
        Requiring rapid identification of relevant bits of information
        
        Date, name, setting, cost of an item, etc.
        
        Sequencing
        
        Students receive strips of paper, each with a sentence on it to create a story (strip story)
        
        Information transfer
        
        Converting nonverbal input into comprehensible intake requires
        
        Extensive
        
        Skimming tasks
        
        Rapidly covering reading matter to determine its guist or main idea
        
        Skims a text and answer questions
        
        Texts of more than a page (professional articles, essays, technical reports, short stories, and books)
        
        Assess learner's global understanding of a text
        
        Summarizing and responding
        
        Write a summary of the text
        
        Notetaking and outlining
        
        Reader's comprehension of extensive texts
        
        Retaining information through marginal notes