King Saud University Diploma Programme Prof. Yousif Alshumai
King Saud University Diploma Programme Prof Yousif Alshumaimeri C
King Saud University Diploma Programme Prof Yousif Alshumaimeri C
King Saud University, Diploma Programme, Prof. Yousif Alshumaimeri CI 525M Language Assessment Approaches & Methods Homework 3
Choose the best correct answer from the options given below each question. Submit your work by no later than Thursday 18/07/.
Which of the following is NOT a skill involved in reading? a) Adapting reading style according to purpose and text b) Understanding the meaning of every word c) Making inferences about people, things and events d) Playing video games e) Memorizing poetry
What is the main challenge for language testers when measuring reading ability? a) The lack of clear demonstration of the skills involved in reading b) Difficulty in designing tasks that result in observable behavior c) The need for candidate to have prior knowledge of the text d) Difficulty in determining the credibility of the test takers e) Difficulty in measuring the speed of reading
Which of the following is not a type of expeditious reading? a) Skimming b) Search reading c) Scanning d) Main idea reading e) Careful reading
What is the main advantage of expeditious reading? a) It allows for more time to read b) It improves comprehension c) It allows for a more in-depth analysis d) It is helpful in studying overseas e) It is a prerequisite for slow and careful reading
Which of the following is not a text type that candidates may be expected to deal with? a) Video games b) Textbooks c) Handouts d) Poems/verse e) Encyclopedias
Which of the following is not a graphic feature that may be included in a text? a) Tables b) Charts c) Diagrams d) Food e) Cartoons
Which of the following is not a text form that candidates may be expected to encounter? a) Description b) Exposition c) Debate d) Instruction e) Narration
What type of text is most suitable for testing reading at an intermediate level of proficiency? a) Narrative b) Descriptive c) Expository d) Persuasive e) Poetic
What is the main criterion for determining the level of performance on a reading comprehension test? a) Speed of reading b) Vocabulary size c) Grammatical accuracy d) Inferential understanding e) Cultural background
How is the score on a reading comprehension test typically determined? a) Number of words read per minute b) Number of vocabulary words used c) Number of grammatical errors made d) Number of questions answered correctly e) The number of idiomatic expressions used.
Paper For Above instruction
Introduction
Reading comprehension plays a fundamental role in language proficiency assessment, requiring an understanding of various skills, text types, and methods. This paper explores the essential skills involved in reading, the challenges faced by testers, types of reading, and the criteria for assessing reading performance. A comprehensive analysis highlights the importance of selecting appropriate texts, graphic features, and testing formats suitable for different proficiency levels, with a particular focus on intermediate-level assessments.
Skills Involved in Reading and Their Challenges
Effective reading involves multiple skills, including the ability to adapt reading styles to different purposes and texts, infer meaning beyond literal interpretation, and engage with diverse text formats. Understanding every word, however, is not necessarily a skill required at higher levels of proficiency, as skilled readers often grasp overall meaning without decoding each lexeme. Making inferences about people, events, and information is crucial for deep comprehension and inference skills are thus integral in high-level reading assessment (Grabe & Stoller, 2011).
One primary challenge in language testing is designing tasks that accurately measure these complex skills, as they involve observable behaviors such as answering comprehension questions or summarizing texts (Snow, 2010). Moreover, tests must account for prior knowledge and cultural backgrounds that influence understanding, especially in inferential tasks. Speed of reading, while relevant, is less crucial than the ability to comprehend and interpret meaning effectively.
Types of Reading and Their Suitability
Expeditious reading, or quick reading strategies, are valuable for processing large volumes of information efficiently. Skimming and scanning are common methods, allowing learners to locate main ideas or specific details rapidly (Nuttall, 2012). Search reading involves deliberate exploration for particular information, while main idea reading emphasizes grasping core concepts quickly. Careful reading, contrastingly, is slow and detailed, necessary for in-depth understanding but less suitable for timed assessments.
The primary advantage of expeditious reading lies in efficiency—saving time while still extracting essential information. Such skills are particularly useful in academic and professional contexts, where rapid comprehension can improve productivity and decision-making. However, excessive reliance on speed may compromise comprehension, underscoring the need for balanced reading strategies (Anderson, 2019).
Types of Texts and Graphic Features in Reading Assessments
Candidates may encounter various text types in assessments, including textbooks, handouts, poems, encyclopedias, and digital media like video games. It is important for test designers to include diverse formats to reflect real-world reading demands (Breckon, 2014). Text types such as description, exposition, debate, instruction, and narration serve different communicative purposes and challenge learners' ability to adapt their reading strategies accordingly.
Graphic features such as tables, charts, diagrams, and cartoons serve to enhance understanding and convey information visually. Recognizing these features supports comprehension, especially when texts are complex or data-driven. However, food, as an element of a graphic feature, is not typically included as a visual aid in textual analysis, marking it as an unrelated option. Effective assessment should incorporate varied graphic features to evaluate learners' ability to interpret visual data within the context of the text.
Assessment Criteria and Scoring Methods
In testing reading comprehension, the primary criterion is often inferential understanding—how well learners grasp underlying meanings, implications, and unstated information (Rossner & Lalic, 2011). While speed and vocabulary size are relevant, they are secondary to the depth of comprehension. Grammatical accuracy and cultural background influence understanding but are less direct measures of reading ability.
Scoring is generally based on the number of correctly answered questions, reflecting the accuracy of comprehension rather than the volume of reading or the use of idiomatic expressions. Proper scoring ensures that high-performing individuals demonstrate the ability to interpret texts accurately and efficiently, aligning with targeted assessment goals. A focus on correct responses provides a standardized measure for comparing candidates’ reading proficiency.
Conclusion
Effective reading assessment requires a nuanced understanding of skills, text types, graphic features, and scoring criteria. Prioritizing inferential comprehension over speed or vocabulary size aligns assessments more closely with real-world reading demands. Incorporating various texts and visual features ensures comprehensive evaluation, while balanced emphasis on different reading strategies caters to learners at different proficiency levels. Ultimately, rigorous test design and scoring practices facilitate accurate measurement of reading abilities, contributing to the development of targeted teaching interventions and learner growth.
References
- Anderson, N. J. (2019). Exploring second language reading: Issues and strategies. Routledge.
- Breckon, J. (2014). Approaches to reading assessment in higher education. Journal of Academic Language & Learning, 8(2), 1-25.
- Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. Routledge.
- Nuttall, C. (2012). Teaching reading skills in a foreign language. Routledge.
- Rossner, R., & Lalic, A. (2011). Measuring comprehension: Strategies and tools. Language Testing, 28(4), 459-472.
- Snow, M. A. (2010). Rethinking language assessment and testing: Principles and practices. Routledge.