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Testing Reading.

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Bibliographic Details
Title: Testing Reading.
Language: English
Authors: Kitao, S. Kathleen, Kitao, Kenji
Peer Reviewed: N
Page Count: 8
Publication Date: 1996
Intended Audience: Teachers; Practitioners
Document Type: Guides - Non-Classroom
Reports - Descriptive
Descriptors: Difficulty Level, English (Second Language), Foreign Countries, Language Proficiency, Language Tests, Language Usage, Objective Tests, Reading Skills, Reading Tests, Test Construction, Testing Problems, Word Recognition
Assessment and Survey Identifiers: Sentence Completion Test
Abstract: Of the four language skills, reading is probably tested most often, and it may seem to be the easiest to test. However, testing reading proficiency has its difficulties, and the test constructor must be aware of several issues. Reading involves a number of skills, and the number and complexity of these must be recognized. Choosing the text to test reading can have an impact on the results. It is useful to use a variety of texts, and they should reflect the goals of the language teaching situation, whether, for example, the intended language use will be academic or conversational. It must be recognized that background knowledge plays a part in comprehension, so that intended difficulty levels are not confused by the test taker's lack of familiarity with the context. Reading tasks frequently begin with assessment of low-level skills and often involve word and sentence recognition tasks. In testing middle and higher-level students, true/false questions, multiple-choice items, short answer or completion questions, and ordering tasks are often used. The selection of test items and passages should reflect the context in which the student expects to use the language. (SLD)
Entry Date: 1996
Accession Number: ED398258
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED398258
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PubType: Electronic Resource
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  Data: Testing Reading.
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  Data: N
– Name: Pages
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  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1996
– Name: Audience
  Label: Intended Audience
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  Data: Teachers; Practitioners
– Name: TypeDocument
  Label: Document Type
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  Data: Guides - Non-Classroom<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Objective+Tests%22">Objective Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink>
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– Name: Abstract
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  Data: Of the four language skills, reading is probably tested most often, and it may seem to be the easiest to test. However, testing reading proficiency has its difficulties, and the test constructor must be aware of several issues. Reading involves a number of skills, and the number and complexity of these must be recognized. Choosing the text to test reading can have an impact on the results. It is useful to use a variety of texts, and they should reflect the goals of the language teaching situation, whether, for example, the intended language use will be academic or conversational. It must be recognized that background knowledge plays a part in comprehension, so that intended difficulty levels are not confused by the test taker's lack of familiarity with the context. Reading tasks frequently begin with assessment of low-level skills and often involve word and sentence recognition tasks. In testing middle and higher-level students, true/false questions, multiple-choice items, short answer or completion questions, and ordering tasks are often used. The selection of test items and passages should reflect the context in which the student expects to use the language. (SLD)
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  Data: 1996
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  Label: Accession Number
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  Data: ED398258
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Objective Tests
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Testing Problems
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Sentence Completion Test
        Type: general
    Titles:
      – TitleFull: Testing Reading.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Kitao, S. Kathleen
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          Name:
            NameFull: Kitao, Kenji
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              M: 01
              Type: published
              Y: 1996
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