1. Chapter 9 & 10. Assessing Reading & Writing
H. D. BROWN

2. Assessing Reading Schema, Schemata Invisibility of process vs. product
Genre of reading-See p
Balance micro- & macro-skills & strategies using multiple texts
Types of reading: Perceptive, Selective, Interactive, Extensive (See Figure 9.1, p. 229)

3. Assessing Reading Designing tasks
-Perceptive: Read-aloud, Written response, Multiple-choice, Picture-cued
-Selective: Multiple-choice, Matching, Editing, Picture-cued, Gap-filling
-Interactive: Cloze, C-test, Cloze-elide (See ), Shared, Impromptu reading, Comprehension questions, Short-answer, Editing of long texts, Scanning/skimming,

4. Assessing Writing Difficulty of learning how to write
Integrated with other skills inherently
Genres of Written language-See 262
Types of writing performance: Imitative, Intensive, Responsive, Extensive
Process vs. Product
Controlled, Semi-controlled, Free writing

5. Assessing Writing Balance micro- & macro-skills
-Imitative: Writing letters, words, & punctuations (copying, listening cloze, picture-cued, form completion, converting numbers or Abbreviations), Spelling & detecting (phoneme-grapheme, phonics?; See )

6. Assessing Writing
-Intensive: Dictation & Dicto-Comp, Grammatical Transformation, Picture-cued, Vocabulary assessment, Ordering, Short-answer, Sentence-completion
Responsive & Extensive Writing:Issues
-Discourse & rhetorical conventions
-Genre-based approach
-Authenticity, Scoring, Time

7. Assessing Writing Designing Responsive & Extensive tasks
-Paraphrasing, Guided Q & A, Paragraph construction (See p. 277)
Strategic options: Task-oriented vs. Genre (See )
Standardized Responsive writing: TWE, Criterion (See sample & rubric, p

8. Assessing Writing
Scoring: Holistic, Primary Trait Scoring, Analytic (See p )
Beyond scoring: Extensive writing
-Importance of Peer & self for feedback (assessment & editing) other than teachers’ roles, Revision, Writing conferencing
Assessing Process writing: Stages or phases (See p )