PRESENTATION GROUP 3

1. Fitrah Ramdhan R ( 1710231003 )

2. Agryanda ( 1710231042 )
3. Goestav ( 1710231023 )
4. Dimas Ar ( 1710231011 )
5. Virda Novelia Pw ( 1710231007 )
6 . Fatkhur Rokhim ( 1710231015 )
Reading Test

 Reading is important in language, because students can

get a lot of knowledge from reading. According to
Scheiner’s opinion reading is an active process of
interacting with print and monitoring comprehension to
establish meaning.
 Aspects of Making a Reading Test
 Assessing Reading Comprehension A large number of reading comprehension
assessments are available. We offer some general principles regarding the
assessment of comprehension skills.

1. Reading comprehension is not a unitary construct but a complex skill dependent

on a number of cognitive processes
2. The Simple Model shows that children may be at risk of reading comprehension
failure because of difficulties with word-level decoding accuracy and fluency,
with linguistic comprehension, or with both.
3. Tests of reading comprehension vary in terms of the nature of text that the child
reads, and the response format via which comprehension is measured
4. Since tests of reading comprehension vary in task demands, it is
important to be clear that the nature of the assessment influences which
children may be identified– or fail to be identified – as having
comprehension impairments.
5. Given the complexity of comprehension, it seems likely that children
may fail to understand what they have read for a variety of different
reasons.
Designing of Reading Test

 Designing of Reading Test Variety of reading

performance is derived more from the multiplicity test
types (genres) than from the variety of overt types of
performance
Perceptive
Perceptive reading test involve attending to the components of larger
stretches of discourse: letters, words, punctuation, and other graphemic
symbols. Bottom up processing is implied. Assessment of basic reading
skills may be carried out in a number of different ways:
 Reading Aloud
The test-taker sees separate letters, words, and/or short sentences and
reads them aloud one by one. Since the assessment is reading
comprehension, any recognizable oral approximation of the target response
is considered correct.
 Written Response
The same stimuli are presented and the test taker’s task is to reproduce
the probe in writing.
c. Multiple Choice
Multiple choice responses are not only a matter of choosing one of four or
five
Possible answers. Other formats for low levels of reading include same/
different, circle the
answer, true/ false, choose the letter and matching
d. Picture-Cued Items
Test-takers are shown a picture, such as the one on the next page, along with
written
text and are given one of a number of possible tasks to perform.
Example:
1. (a) you can find in every house
(b) door friend

What is it the picture above?

A. Window*
B. Computer
C. Television
D. Radio
Selective

In order to ascertain one’s reading recognition of lexical, grammatical

or discourse features of language within a very short stretch of
language. The certain typical tasks that are used as follow: picture-
cued task, brief paragraphs and simple charts and graphs. A
combination of bottom up and top down processing may be used
 Multiple-Choice Example
 Matching Tasks Example
 Editing Tasks Example
 Picture-Cued Tasks Example
 Gap-Filling Tasks Example
• Multiple choice vocabulary/grammar
• Several years ago, I ________ English.
A. Studied*
B. Study
C. Studies
D. Will Study
(The correct answer is marked with asterisik '*')
• We have to go to the ________ to send these letters because there is
no mailbox nearby.
A. Supermarket
B. Post office*
C. Shop
D. Office
(The correct answer is marked with asterisik '*') (Back)
Vocabulary matching task

 Write in the letter of the definition on the right that matches the word
on the left.
1. Column a. Frozen water in the form of flakes (4)
2. Introduce b. A part or division of a page (1)
3. Rowed c. One of the seasons in Europe (5)
4. Snow d. To make know for the first time (2)
5. Winter e. Moved through water (3)
(Back)
 Editing Task
• Editing for grammatical or rhetorical errors is a widely used test method for
assessing linguistic competence in English.
• Example:
• Dani : What would you do if you were a millionaire ?
A B
• Fian : I will take a trip around the world.
C D
Answer C: will changed by would

By the end of this week, my father arrives from united states.

A B C D
Answer C: arrives changed by arrive (Back)
Picture-Cued Tasks

(Back)
Gap-Filling Tasks
Gap-filling gap can be also said as fill in the blank items. The test
taker’s response is to write a word or phrase.
Example:
Sentence completion tasks
Iman : What are the disadvantages of living in the city?
Mona : Well, there are too many___________________________
in cities as a
result____________________________________________________
__There is a lot of
___________________________________________
THANK YOU !