Research · October 2015 doi: 10. 13140/RG
Download 386.97 Kb. Pdf ko'rish
|
TestingReading
- Bu sahifa navigatsiya:
- Literal comprehension
- Interpretive or referential comprehension
- Critical reading
Reading Comprehension. It is better to define comprehension in terms of
reading that it refers to be able to find meaning of what is read or the ability to understand what is being read, Gunning (2010) said that comprehension is a constructive process in which students create meaning based on their background knowledge. He further said that the more background knowledge you bring to an article or story, the better you will understand it. It indeed needs time to be being comprehension, Blachowicz & Ogle (2008) stated that comprehension does not happen in one point; rather, it is a process that takes place over time. It of course needs times to be able to comprehend what is read so it needs to read as a habit. Language Testing & Evaluation Fernandes Arung 2013 15 In testing reading comprehension, there are some tasks to assess as Snow (2002) stated that ...widely used comprehension assessments are heavily focused on only a few tasks: reading for immediate recall, reading for the gist of the meaning, and reading to infer or disambiguate word meaning. In doing these tasks, tester should prepare such as the followings as Mohamad (1999) recommended: 1. Ensuring that we select an appropriate text. 2. Making sure that the language used in the text is suitably pitched to our students' proficiency. 3. Scrutinising carefully the text to ensure that the information in each paragraph is tested. After going through the preparation, it is then important to decide what level to assess. Mohamad (1999) said that there are actually three main levels or strands of comprehension as follow: 1. Literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. 2. Interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. Language Testing & Evaluation Fernandes Arung 2013 16 At this level, teachers can ask more challenging questions such as asking students to do the following: Re-arranging the ideas or topics discussed in the text. Explaining the author's purpose of writing the text. Summarizing the main idea when this is not explicitly stated in the text. Selecting conclusions which can be deduced from the text t!hey have read. 3. Critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information. At this level, students can be tested on the following skills: The ability to differentiate between facts and opinions. The ability to recognize persuasive statements . The ability to judge the accuracy of the information given in the text. Tests used to measure the candidates’ reading comprehension should be based on candidates’ level and provide various techniques. Download 386.97 Kb. Do'stlaringiz bilan baham: |
Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©fayllar.org 2024
ma'muriyatiga murojaat qiling
ma'muriyatiga murojaat qiling