AMEP Assessment Task Bank Professional Development Kit Reading Developed by Marian Hargreaves for NEAS 2013 © NEAS Ltd 20141

Workshop aims To review the main steps in developing a task to assess reading skills To complete activities that practice task development skills To develop new assessment tasks © NEAS Ltd 20142

Design and Development of a reading assessment task Step 1: Decide on the Certificate level Module Learning Outcome Possible integration © NEAS Ltd 20143

Designing a task cont. Step 2: Check the criteria of the curriculum Step 3: Look at existing tasks/models Step 4: Choose a suitable text © NEAS Ltd 20144

Points to consider know your specifications choose texts of appropriate length choose texts not dissimilar to those in existing assessment tasks so that the tasks are comparable for specific skills eg scanning, find texts which have the specified elements that have to be scanned for choose texts that have a recognisable structure choose texts that are interesting but not over exciting or disturbing consider candidates’ background knowledge do not use texts that require cultural knowledge do not use texts which learners have already read. © NEAS Ltd 20145

Designing a task cont. Step 5: Evaluate the text in detail – Topic – Difficulty – Nature of input © NEAS Ltd 20146

Designing a task cont. Step 6: Modify the text as necessary, and Step 7: Develop the questions © NEAS Ltd 20147

Designing a task cont. Step 8: Write the rubrics Step 9: Write and check the answer key/marking guide © NEAS Ltd 20148

Designing a task cont. Review. Step 10: Do the task yourself Step 11: Get someone else to look at it Step 12: Pilot the task on students Step 13: Modify as necessary Step 14: Get the task proofread © NEAS Ltd 20149

How to develop a reading assessment task – overview handout Decide what aspects of reading you want to assess. Check the curriculum. Consider corresponding/integrated Learning Outcomes. Select an authentic text for the LO. Modify the text and think about the question items you want to use. Use the Question types handout. Write the rubrics. Write and check the answer key/marking guide. Do the task yourself, check you haven’t forgotten anything! Get someone else to look at and evaluate the task. Pilot the task on students. See the Piloting checklist, and analysis grid. Use the Teacher evaluation form if preferred. Modify as necessary. © NEAS Ltd

Activities Activity 1.1: Selecting and adapting the text Activity 1.2: Developing questions for the learning outcome Activity 1.3: Develop a multiple choice question for criterion 1.1: Demonstrate understanding of topic/participant/s Activity 1.4: Develop a sequencing question for criterion 1.2: Demonstrate understanding of sequence of events Activity 2: Sister Emily’s Story CSWE 3 K1 Demonstrate understanding of a biography/autobiography Activity 3: Spot the problems! CSWE I GI Read a Description “Jane” © NEAS Ltd

References Alderson, J. C. (2000). Assessing reading. Cambridge, Cambridge University Press, 69. Bachman, L.F. & A. S. Palmer (1996) Language Testing in Practice, Oxford University Press,. Hughes, A. (1989). Testing for language teachers. Cambridge, Cambridge University Press, pp. 59–140. Khalifa, H. & C. Weir (2009) General Marking: performance management, in Examining Reading: Research and practice in assessing second language reading(Studies in Language Testing, vol 29, pp Manual for Language Test Development and Examining (2011) Language Policy division, Council of Europe. Messick, S (1989) Validity, in Linn, R.L. (Ed) Educational Measurement (3rd Ed.) New York; Macmillan, pp Shohamy, E. (1985). A practical handbook in language testing for the second language teacher. Israel: Internal Press. Weir, C. J. (1997). The testing of reading in a second language. In C.Clapham & D. Corson (Eds) Encyclopedia of Language and Education (pp ). Dordrecht: Kluwer Academic Publishers. © NEAS Ltd