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Feedbacking in Assessing Reading

This document discusses reading assessment and feedback. It covers several key areas: [1] the different components of reading like word recognition, decoding, and phonemic awareness; [2] the purposes of reading assessment including determining proficiency, evaluating classroom learning, and supporting student learning; and [3] how feedback is an essential part of ensuring student growth and progress in reading. The overall purpose of reading assessment is to provide feedback on reading skills and abilities through different testing practices based on theories of reading development.

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2K views16 pages

Feedbacking in Assessing Reading

This document discusses reading assessment and feedback. It covers several key areas: [1] the different components of reading like word recognition, decoding, and phonemic awareness; [2] the purposes of reading assessment including determining proficiency, evaluating classroom learning, and supporting student learning; and [3] how feedback is an essential part of ensuring student growth and progress in reading. The overall purpose of reading assessment is to provide feedback on reading skills and abilities through different testing practices based on theories of reading development.

Uploaded by

ItsmeKhey Phobe Khey Bien
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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FEEDBACKING IN

ASSESSING READING

PHOBE KHEY B. QUE


ENGLISH II - F
READING
READING : A MACROSKILL

WORD RECOGNITION
It is about identifying words through formations and sounds.
DECODING
how to apply a knowledge of letter-sound relationships to sound out
words that are new.
WORD STUDY
how to analyze words and spelling patterns in order to become
more efficient at reading words
ALPHABETIC PRINCIPLE
• how to apply a knowledge of letter-sound relationships to sound
out words that are new.
• Certain letters are used to represent certain sounds
PHONEMIC AWARENESS
how to break apart and manipulate the sounds in words
SIGHT VOCABULARY
how to break apart and manipulate the sounds in words
READING ASSESSMENT
ARE MEANT TO PROVIDE FEEDBACK ON THE SKILLS, PROCESSES, AND
KNOWLEDGE RESOURCES THAT REPRESENT READING ABILITIES THOUGH IT IS
IMPORTANT TO NOTE THAT DIFFERENT ASSESSMENT PRACTICES MAY ASSUME
DIFFERENT THEORIES OF READING AND READING DEVELOPMENT.

Assessment has been categorized in terms of :


(a) norm-reference and criterionreference testing;
(b) formative and summative assessment;
(c) formal and informal (or alternative) assessment; and
(d) proficiency, achievement, placement, and diagnostic assessment.
FIVE BASIC ASSESSMENT PURPOSES

1. Reading-proficiency assessment (standardized testing)


to determine if students are appropriately prepared for further learning and educational advancement.
2. Assessment of classroom learning
involves the measurement of skills and knowledge gained over a period of time and is commonly
referred to as summative or achievement testing.
3. Assessment for learning (supporting student learning is the purpose)
• intended to support and promote student learning, in this case, the improvement of reading abilities.
• Performance evaluation or a record of outcomes is not the goal; instead, the goal is to provide
immediate feedback on tasks and to teach students to engage in more effective learning
4. Assessment of curricular effectiveness
relevant for the development and / or review of reading curricula. Assessment outcomes that apply to curricular
effectiveness include standardized testing, cumulative records over years that indicate gains or losses in student
outcomes, interviews with teachers, students, and school administrators on summative test performance, feedback
from institutions that receive graduates from the program or school, and innovative assessments that highlight
specific school or program goals

5. Assessmentt for research purposes


• Not generally addressed in assessment chapters, but it is one that is very important for reading research results as
well as for their implications for reading instruction

• research-developed measures need to conform to expected requirements for any appropriate and fair assessment
practice. The measures, first and foremost, need to be valid; that is, reliable, construct-relevant, useful, fair, and
responsible (with respect to consequences).
FEEDBACK
is an essential element in assuring our students' growth progress. The fact is the feedback we
give can, in many ways, make or break the will to develop lifelong learning skills.

Great assessment feedback


can push our students to ex
cel in ways they didn’t know
they could.
 
BECAUSE

In any of the
macroskills
Thank You! 😊

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