AMEP Assessment Task BankProfessional Development Kit

ReadingDeveloped by Marian Hargreaves for NEAS 2013 © NEAS Ltd 2014 1

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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

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Design and Development of a reading assessment task• Step 1: Decide on the

• Certificate level•Module• Learning Outcome• Possible integration

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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

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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.

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Designing a task cont.

• Step 5: Evaluate the text in detail – Topic–Difficulty–Nature of input

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Designing a task cont.

• Step 6: Modify the text as necessary, and• Step 7: Develop the questions

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Designing a task cont.

• Step 8: Write the rubrics• Step 9: Write and check the answer

key/marking guide

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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

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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 2014

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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 2014

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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. 276-280.

• 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.13-103

• 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. 39-50). Dordrecht: Kluwer Academic Publishers. © NEAS Ltd 2014