TESTING READING

COMPREHENSION
HOTS HIGHER ORDER THINKING

Rahaida Rahayu (33200052)

Windiyani (33200057)
Septiany Islamia Dika (33200061)
Anjelia Fathia Eka Salsabila (33200149)
HOTS HIGHER ORDER THINKING

Bloom's Taxonomy in its

various forms represents
the proses of learning.

Higher-order Thinking is
a concept of education
reform on learning
Taxonomy.
The picture of Bloom’s Taxonomy, source: internet

HOTs include analysing,

evaluating, creating.
READING SKILLS

According to J. B. Heaton (1990) until recently the many

and diverse reading skills and strategies for use in
everyday situation.

As with listening comprehension, reading comprehension

test material is very closely related to the type of practice
material used by the teacher to develop reading skills.
TESTING READING COMPREHENSION

According to Madsen (1983) Tests of reading come in a wide

variety of forms and evaluate a broad spectrum of reading
activities.

J. B. Heaton in his book Writing English Language Tests explains

that there are numerous ways of Testing Reading
Comprehension.
I. INITIAL STAGES OF READING:
MATCHING TESTS

WORD MATCHING

NOW: BOW/NOT/HOW/NOW/MOW

SENTENCE MATCHING

TOM IS NOT GOING TO YOUR SCHOOL:

A. TOM IS NOT GOING TO YOUR POOL
B. TOM IS GOING TO YOUR SCHOOL
C. TOM IS NOT COMING TO YOUR SCHOOL
D. TOM IS NOT GOING TO YOUR SCHOOL
CONTINUE...
PICTURE AND SENTENCE MATCHING
TYPE 1: THERE ARE FOUR PICTURES TYPE 2: THERE IS A PICTURE AND TYPE 3: THE TESTES HAVE TO SELECT THE
AND THEN READ A SENTENCE THEN READ FOUR SENTENCES, ONLY FOUR SENTENCES WHICH MATCH THE
ABOUT ONE OF THE PICTURES. THEY ONE OF WHICH IS ABOUT THE PICTURE ACCORDING TO WHETHER OR
ARE REQUIRED TO IDENTIFY THE PICTURE. NOT THE SENTENCE AGREES WITH THE
CORRECT PICTURE. CONTENTS OF THE PICTURE.

The picture of picture and sentence matching (J. B. Heaton, 1990, p. 108) The picture of picture and sentence matching (J. B. Heaton, 1990, p. 109)

The picture of picture and sentence matching (J. B. Heaton, 1990, p. 109-110)
II. Intermediate and Advanced Stages of
Reading: Matching Tests

Type 1: The following matching item

shows how visuals can be used to test
the comprehension of definitions of
certain words.

The picture of matching test (J. B. Heaton, 1990, p. 110-111)

III. True/False Reading Tests
Type 1: It is possible to construct true/false
items which are complete in themselves: a
teste's comprehension of each true/false
item is tested using a series of general
truths.

Put a circle around the letter T if the

statement is true. If it is not true, put a
circle around the letter F.
1. The sun rises in the west. T F
2. Fish can't fly, but birds can. T F
3. England is as large as Australia. T F
4. When ice melts, it turns into water. T F
Continue...
Type 2: The construction
of true/false items based
on a reading extract
forms one of the most
widely used types of
reading tests.

The picture of true/false reading test (J. B. Heaton, 1990, p. 114-116)

IV. Multiple-Choice Items (A): Short Tests
Type 1: It can be argued that the type of item in this Type 2: This type is perhaps more accurately
section is in many ways a test of vocabulary rather described as a test of comprehension of
than of reading comprehension. grammatical structure. The testes are required to
identify the correct paraphrase of a statement from
a choice of four or five.
The eyes are wonderful teachers-even
musicians, who deal with sound, and
learn as much by (doing, playing, John is not as tall as Sally but he's a little
watching, and practicing) as by listening. taller than Rick.
A. Sally is taller than John and Rick.
B. John is not as tall as Rick.
C. Sally is taller than John but not as tall
as Rick
D. Rick is taller than John and Sally
Continue...
Type 3: This item type consists of a very short reading extract of only a few
sentences (or sometimes of only one sentence). The testes are required to
answer only one comprehension test item on each reading passage.

The president was talking to a young woman in the crowd when

Tim tested reading comprehension, the first being at a fairly
elementary level and the second at a more advanced level.
suddenly caught sight of a man standing several yards behind her.
The man had something in his hand: it was a short stick What made
Tim notice the man in the crowd?
A. He was very close to Tim
B. The president was talking to him,
C. He was standing in front of the women,
D. He was carrying a stick.
V. Multiple-Choice Items (B): Longer Tests
The multiple-choice test offers a useful way of testing
reading comprehension. In this section, it is assumed
that only intensive reading skills are being tested.
The grizzly bear roams some 12 million acres in rugged
parts of the United States. And this great bear still roams
our imagination at will; it is part of its natural habitat.
The word it in line 3 refers to…
A. the United States (lines 1-2)
B. 'this great bear (line 2))
C. 'our imagination' (line 2).
D. its natural habitat (line 3)
VI. Completion Items
Completion items measure recall rather than recognition. Usually, completion
items require the testes to supply a word or a short phrase.

Type 1: this type of completion test can

become merely a matching exercise in
which the words and phrases required in
the completion are determined after a
process of matching the whole item with the
appropriate part of the text.

The picture of completion items (J. B. Heaton, 1990, p. 125)

Continue...
Type 2: In this item type the testes are
required to complete the blank spaces in
a reading text.

The picture of completion items (J. B. Heaton, 1990, p. 127)

VII. Rearrangement Items
It is useful for testing the ability to understand a
sequence of steps in a process or events in a
narrative.
Type 1: The students are
instructed to rearrange the
letters of the sentences in
their correct order.

The picture of rearrangement items (J. B. Heaton, 1990, p. 129)

Continue...
Type 2: The jumbled
sentences in the second
item are based on a reading
comprehension text and
should be unscrambled in
light of the information
contained in the text.

The picture of completion items (J. B. Heaton, 1990, p. 130)

VIII. Cloze Procedure
Although similar in appearance to
completion items, cloze tests
should not be confused with
simple blank-filling tests. In
ordinary completion tests the
words for deletion are selected
subjectively (consisting largely of
structural words in tests of
grammar and key content words
in vocabulary or reading tests).

The picture of completion items (J. B. Heaton, 1990, p. 132)

IX. Open-Ended and Miscellaneous Items

The term 'open-ended' is used to refer to those questions which elicit a

completely subjective response on the part of the testes.The response.
required may range from a one-word answer to one or two sentences:
(One-word answer)
Give the name of the town where the writer had a bad accident.
(Answer in a few words)
You have a friend who is keen on cross-country running. Which event can he
enter at the end of the month?
(Sentence answer)
According to the article, why do you think so few foreign cars have been
imported into Singapore recently?
X. Cursory Reading

The title of this section serves as a general term to denote

the skills involved in reading quickly, skimming, and
scanning. The term skimming is used to denote the method
of glancing through a text to become familiar with the gist of
the content; scanning refers to the skills used when reading
to locate specific information.
PURPOSE TESTING READING COMPREHENSION
Enright et al. (2000) describe a new construct for a reading test, which the
authors entitled reading to learn. This is summarized in ETS (2005: 7) in this way:
Reading to learn depends on the ability to:

Recognize the organization and purpose of a passage

Understand relationships between ideas (for example, compare-and-contrast,
cause-and-effect, agree–disagree, or steps in a process)
Organize information to recall major points and important details
Infer how ideas throughout the passage connect. Notice the word ‘ability’ in
the definition. This shows us that there is an explicit claim that reading to
learn is part of a model of communicative competence that is directly
relevant to academic reading and that it is constructed of (at least) four sub-
abilities.
Questions...
1. Can you explain Reading Comprehension of Hot Higher Order Thinking based on Bloom's Taxonomy?
2. Based on J. B. Heaton, How many ways for testing reading comprehension?
3. Which one do you think is the hardest way of testing reading comprehension?
4. If you are a teacher in a high school, which one the suitable way of test reading comprehension for
students?
5. If you are a teacher in a juniour school, which one the suitable way of test reading comprehension for
students?
6. If you are a teacher in a elementary school, which one the suitable way of test reading comprehension
for students?
7. What is the explanation of the purpose of testing reading comprehension according to Enright et al.
(2000) ?
8. What is the purpose of testing reading comprehension according to ETS (2005: 7) ?