Chapter 9 & 10. Assessing Reading & Writing

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Presentation transcript:

Chapter 9 & 10. Assessing Reading & Writing H. D. BROWN

Assessing Reading Schema, Schemata Invisibility of process vs. product Genre of reading-See p. 225-226 Balance micro- & macro-skills & strategies using multiple texts Types of reading: Perceptive, Selective, Interactive, Extensive (See Figure 9.1, p. 229)

Assessing Reading Designing tasks -Perceptive: Read-aloud, Written response, Multiple-choice, Picture-cued -Selective: Multiple-choice, Matching, Editing, Picture-cued, Gap-filling -Interactive: Cloze, C-test, Cloze-elide (See 242-244), Shared, Impromptu reading, Comprehension questions, Short-answer, Editing of long texts, Scanning/skimming,

Assessing Writing Difficulty of learning how to write Integrated with other skills inherently Genres of Written language-See 262 Types of writing performance: Imitative, Intensive, Responsive, Extensive Process vs. Product Controlled, Semi-controlled, Free writing

Assessing Writing Balance micro- & macro-skills -Imitative: Writing letters, words, & punctuations (copying, listening cloze, picture-cued, form completion, converting numbers or Abbreviations), Spelling & detecting (phoneme-grapheme, phonics?; See 265-266)

Assessing Writing -Intensive: Dictation & Dicto-Comp, Grammatical Transformation, Picture-cued, Vocabulary assessment, Ordering, Short-answer, Sentence-completion Responsive & Extensive Writing:Issues -Discourse & rhetorical conventions -Genre-based approach -Authenticity, Scoring, Time

Assessing Writing Designing Responsive & Extensive tasks -Paraphrasing, Guided Q & A, Paragraph construction (See p. 277) Strategic options: Task-oriented vs. Genre (See 278-279) Standardized Responsive writing: TWE, Criterion (See sample & rubric, p. 280-281

Assessing Writing Scoring: Holistic, Primary Trait Scoring, Analytic (See p. 286-287) Beyond scoring: Extensive writing -Importance of Peer & self for feedback (assessment & editing) other than teachers’ roles, Revision, Writing conferencing Assessing Process writing: Stages or phases (See p. 288-289)