1. TEST CONSTRUCT What am I testing?
1.1. Types of Reading
1.1.1. Careful Reading
1.1.2. Fast Reading
1.2. Creating a Reading Task
1.2.1. Teachers should be aware of:
1.2.1.1. 1. Level of students 2. Time 3. Sub-skills (scanning, skimming) 4. Characteristics of students(Age, background knowledge, language proficiency) 5. Assessing students at different levels of ability
1.3. Cognitive Process
1.3.1. 1. Recognising words 2. Understanding the basic meaning of a sentence 3. Understanding implied meaning 4. Understanding information across sentence/paragraph 5. Understanding information across a whole text 6. Understanding and combining information across texts
2. TASK IN THE TEST How am I testing?
2.1. Reading Comprehension: Text Types
2.1.1. Selected-Response Tasks
2.1.1.1. 1. Multiple choice 2. Multiple matching 3. True/False 4. Gapped text tasks
2.1.2. Semi-Productive Tasks
2.1.2.1. 1. Gapped text tasks 2. Information transfer
2.1.3. Productive Tasks
2.1.3.1. 1. Short answer questions 2. Using integrated skills
2.2. Task Fairness
2.2.1. Factors that affect task fairness:
2.2.1.1. 1. Are the tasks at the right level of difficulty? 2. Are the instructions clear? 3. Is there a range of tasks? 4. Are the items/tasks in a justifiable order? 5. Is the timing appropriate? 6. Are the marking criteria clear to the test takers?
3. ASSIGNING MARKS How am I scoring?
3.1. Fair Reading Texts
3.1.1. 1. Suitable test construct and task difficulty 2. Range of appropriate texts 3. Range of task types 4. Clarity on scoring 5. Clarity on timing