1. TESTING READING
Stephanus Pawarta

2. SPECIFYING FOR THE CANDIDATES
OPERATIONS
The challenge for the tester is to set tasks for the candidates to exercise reading skills and behaviour that demonstrate the successful use of it .
The problems :
There is uncertainty about reading skills, the testers are interested in measuring
It is difficult to know an item has succeeded in measuring it

3. THE KIND OF TEST
Diagnostic test is to identify the strengths /weaknesses of learners’ abilities
Achievement tests is to develop the skills as the objective of the course
Placement test is if the rough and ready indication of reading ability is enaugh. ( Designed to determine a person’s interest and aptitudes : skills, intelligent, motivations, needs and goals )
Proficiency test is if the “overall” measure of reading is sufficient

4. Grammar and vocabulary, both tested indirectly in every reading test in the same place
The skill the readers perform when reading a text as “operations”
Expeditious reading is quick and efficient that given less in test in the past
Slow and careful reading

5. EXPEDITIOUS READING OPERATIONS
SKIMMING used to understand the "gist" or main idea; establish the structure of a text quickly; decide the relevance of a text to their needs. For exc :
SEARCH READING to find information on a predetermined topic
SCANNING used to find a particular piece of information as specific words or phrases, figures or percentages, specific items in an index, specific names

6. Other book add
Extensive reading - used for pleasure and general understanding
Intensive reading - accurate reading for detailed understanding
Visit and play with the excercise at :
web2.uvcs.uvic.ca/elc/studyzone/570/pulp/he mp1.htm

7. CAREFUL READING OPERATIONS
IDENTIFY DISCOURSE MARKERS
IDENTIFY ADDRESEE OR AUDIENCE FOR A TEXT
IDENTIFY PRONOMINAL REFERENCE
IDENTIFY WHAT KIND OF TEXT IS INVOLVE (DIARY, EDITORIAL)
INTERPRET COMPLEX SENTENCE
RECOGNISE WRITERS’S INTENTION
INTERPRET TOPIC SENTENCE
RECOGNISE THE ATTITUDE & EMOTION OF THE WRITER
OUTLINE LOGICAL ORG. OF A TEXT
DISTINGUISH GENERAL STATEMENT FROM EXAMPLES
OUTLINE THE DEVELOPMENT OF AN ARG.
DISTINGUISH FACT FROM OPINION
IDENTIFY EXPLICITLY STATED MAIN IDEAS
DISTINGUISH HYPOTHESIS FROM FACT
IDENTIFY IMPLICITLY STATED MAIN IDEAS
DISTINGUISH FACT FROM RUMOUR OR HEARSAY

8. MAKE INFERENCES Infer the meaning of an unknown word from context
Make proporsitional informational inferences, answering questions beginning with who, when, what
Make proporsitional explanatory inferences concerned with motivations, cause, consequence, and enablement, answering questions beginning with why and how
Make pragmatic inferences

9. THE PARAMETERS OF TEXT:
Text type : text books, handouts, articles, poem/verse, encyclopedia entries, dictionary entries, leaflets, letters,
Text form : description, exposition, argumentation, instruction, narration
Graphic features : tables, charts, diagrams, cartoons, illustration
Topics : listed/defined in a general way or in relation for the known candidates
Style : specified in term of formality

10. Intended readerships : quite specific or more general
Lenght : expressed in number of words
Readability : an objective, measure the difficulty of a text
Range of vocabulary : indicated by a complete list of words, by reference to a words list. Expressed more geerally
Range of grammar : list of structure, reference found in a course book or the grammar of the language

11. SPEED Expressed in words per minute. Not all words must be read
The expected speed of reading will combine with the number and difficulty of items

12. CRITERIAL LEVEL OF PERFORMANCE
Seeing the candidates perfom by comparison with others
No need to specify creiterial levels of performance before test constructed or administered
Setting criterial level for receptive skills is problematical
Compare performance of candidates with scale ACTFL or ILR

13. SETTING THE TASKS
Selecting texts : constantly in mind and representative a sample, lenght, validity and reliability, search reading ->plenty of discrete info, scanning ->element can scanned for
Writing item : measure the ability
Possible techniques : interfere with the reading itself
Multiple choice : (use book page )

14. Short answer : use unique correct response, resting the ability to identify referent, test ability to make var distinctions, write items related to the structure of the text
Gap filling : a blank in the passage to recognise detail presented to support main idea or to scanning item
Information transfer : supplying simple information in the table, route in map, labelling a picture
Items and responses language : minimal demands on writing ability

15. PROCEDURES FOR WRITING ITEMS
Competent reader should derive from the text
Relevant, a note should be taken a main point
Interesting information
Stages of argument
Examples
Add paragraph number and line number
Text and items presented to colleagues for moderation

16. PRACTICAL ADVICE ON ITEM WRITING
In scanning test, make sure the answer is found in text
The correct response found with understanding the text. E,g in line 15 page 5
Avoide for some candidates can answer from general knowledge without reading the text

17. SCORING
Function : to test reading ability so errors of grammar, spelling or punctuation is not penalised
The candidate perform the reading task which the item set
To test productive skill at the time is less valid