Tasks for Assessing Reading Skills

Santosh Kumar Mahapatra

Final Assessment Project
EFL Assessment Course, Winter 2012 JORDAN
University of Maryland, Baltimore County
(Sponsored by RELO)
a. Introduction:
These days, I am teaching a group of ESL learners in the age group of 12-13 in an
English-medium school. Though my students are in their seventh year of English, their level of
proficiency can, at best, be described as average, and sometimes, below average. It is not
surprising considering the fact that they have only six English classes for every week, and they
get little exposure to English outside their English classroom. Adding to the woes are other
subject teachers who hardly use English in their classes, and the lower middle class background
of the children. Very few children have access to advanced learning materials and internet.
Every week, I get three classes to teach my students a few macro- and micro-skills of
Reading and Writing and some Grammar using their prescribed course book. The question
papers in the final examination invariably focus on evaluating students ability to read, write and
use language correctly. Speaking and listening are never explicitly focused in the classroom.
Parents are often found pressurizing their children to get high scores in the annual examinations
thereby significantly cutting down the scope for students to enjoy their experience of language
learning. However, with the implementation of CCE (Continuous Comprehensive Evaluation), I
expect to get a little freedom to assess and grade my students using alternative modes of
assessment.

b. Specifications:

For this assignment, I have confined the assessment tasks to only the prescribed skills in
Reading. The assessment tasks presented in the next section are expected to serve a variety of
purposes. They are:
Getting to know about students ability to read and understand a variety of texts
promoting language learning, especially Reading skills
diagnosing the problems faced by students in relation to the above skills
finding out whether there is need for changing, adopting and adapting study materials,
teaching methods and assessment
grading and giving feedback to students so that they get motivation to learn

The macro- and micro-skills of Reading included in the assessment are:

scanning
skimming
inference
understanding the construction of a text using the discourse features

I have included a variety of texts and assessment tasks with a view to assessing learners
ability to read different types of tasks for different purposes; accommodating a variety of
learning styles of my learners; and being fair and democratic in my assessment. The texts used
for the assessment have been found suitable for my learners in terms of cultural familiarity and
proximity to real life situations. Moreover, it has been made sure that only task-types that my
learners are familiar with are used for the purpose.
The students will be informed about the assessment in advance. The information will include
task-types, allotted time, kinds of text types to be used, basic instructions to be followed, and
assessment and grading criteria.

Administration for the instructor

This assessment will provide information about students ability to understand, skim,
scan through and infer meaning from a variety of texts
Make students work individually to complete the tasks.
Ensure that each student understands the instructions before starting answering.
Use the answer key and scoring criteria for evaluating the answer sheets. You may try
self- and peer-correction but make sure every student scores what he/ she deserves.
Discuss the answers with students in the classroom.
Provide both written and oral feedback to each student and the whole class after the
evaluation so that they can identify and work on their respective problem areas.

Instructions for Students

Read the instructions clearly before you start completing the tasks.
Ask your teacher in case you find any instruction difficult to understand.
Take maximum 50 minutes to complete the tasks.
Make sure you complete each task in less than 10 minutes so that you have some
time to revise your answers in the end.
Answer all the questions.
Each task carries 10 marks.

The complete assessment

Task I

There are six boxes (A, B, C, D, E and F) below. Each box contains a paragraph. Arrange
the boxes in order so that you create a nice story.

Naduk related the whole story. Everyone in the courtroom burst out laughing. The magistrate
then ordered Lakshman to return the iron beam to Naduk and that Naduk return Lakshman's
son to him.
B

For many years, Naduk traveled far and wide, building his fortune. Luck was with him, for he
became rich once again. He returned home and bought a new house and started his business
again. He went to visit his friend Lakshman who greeted him warmly. After a while, Naduk
asked him to return his beam. Lakshman knew that the beam would fetch him good money so
he was loath to return it. So he told Naduk that he had kept his beam in the store-room and the
mice ate it.

Naduk locked up Ramu in a cellar in his house. By nightfall, Lakshamn was worried and came
to ask about the whereabouts of his son. Naduk replied that on the way to his house, a hawk
swooped down and carried the boy off. Lakshman accused Naduk of lying. He insisted that a
hawk could not carry off a fifteen-year-old boy.

Naduk did not seem to mind. He asked Lakshman to send his son home with him so that he
could hand over a gift that he had bought for him. So Lakshman sent his son Ramu with
Naduk.

Once upon a time, there was a rich merchant called Naduk. But times were bad and his
business was suffering. He decided to leave the city and find his fortune in a new place. He
sold off all his possessions and paid off his debts. All that he had left was a heavy iron beam.
Naduk went to say goodbye to his friend Lakshman, and requested him to keep the beam for
him till he returned. Lakshman promised to look after it for him.

A big fight ensued and the matter was taken to court. When the magistrate heard Lakshman's
side of the story, he ordered Naduk to return the boy to his father. But Naduk insisted that a
hawk carried off the boy. The magistrate asked him how it was possible. He replied,that if a
huge iron beam can be eaten(Retrieved fromawww.indiaparenting.com
by mice, then Stories
boy could definitely be carried off by
Panchatantra)
a hawk.
First paragraph of the story: [E] (Paragraph E is the first paragraph of the story.)

Second paragraph of the story: [ ]

Third paragraph of the story: [ ]

Fourth paragraph of the story: [ ]

Fifth paragraph of the story: [ ]

Final paragraph of the story: [ ]

Task II

Read the following passage and answer the questions given below.

Andhra Pradesh, owing to its proximity to the sea, enjoys a moderate climate throughout
the year. The state faces a hot summer but after the rain begins in the middle of June, there is a
decline in the temperature as humidity takes over. Summer season starts from mid-April and
continues till mid-July; the rainy season starts thereafter.

Andhra Pradesh receives most of its annual rainfall from the south-west monsoon as well
as from the north-east monsoon. The south-west monsoon begins in the second week of June and
lasts till September while the north-east monsoon begins between October and November. The
state's coastal belt receives heavy rains during the north east monsoon and is also subject to
cyclones causing enormous damage to residential accommodation and to standing crops. The
rainfall decreases from north to south. Northern parts of the state receive heavy rainfall from the
south-west monsoon while the southern areas like Rayalaseema receive more rainfall from north-
east monsoon.

The state experiences a mild winter in December but the temperature hardly goes down
below 16 C. The hot season causes the mercury to rise to troublesome proportions in the months
of April and May when it could shoot up to 40 degrees or even higher.

(Retrieved from www.andhraonline.in/about/profile/geography/climate.html)

Now, answer the following questions by ticking () the most suitable option.

1. The climate of Andhra Pradesh is moderate because

(a) it is situated near the sea

(b) it is far from the sea

 (c) it has no effect of the sea

(d) it is surrounded by the sea

2. The hottest period in Andhra Pradesh is

(a) June to September

(b) October to November

(c) April to June

(d) November to April

3. The highest rainfall in Andhra Pradesh is experienced in the

(a) coastal best

(b) southern belt

(c) western belt

(d) northern belt

4. There are contradictory statements in the above passage. They are related to

(a) the climate

(b) rainfall

(c) cyclone

(d) monsoon

5. If one of your friends cant tolerate high temperatures and humidity and love cool weather, the
best month for her to visit Andhra Pradesh will be

(a) April

(b) September

(c) December

(d) June
Task III

Read the following news article and answer the questions given below the passage.

August 19, 2007: Its the kind of superhuman deed that seems so hard to believe because it is
true. One man hacked away at a rocky hill for 22 years to create a three-km-long road linking his
village to the outside world, armed with nothing more than a hammer and a chisel. What drove
the frail man on was a resolve much higher than the hill facing him.

Dasrath Manjhi was from village Gehlour in Gaya District, one of the poorest districts of the
western Indian state of Bihar. Poor and illiterate, he worked as farm labour on fields that lay on
the other side of the hill, as did many other villagers. The villagers had to scrabble up the hill
with its narrow and difficult pass to buy even the smallest thing; skirting it took hours.

One day, Manjhis wife, Faguni Devi, slipped on the hill and broke her ankle as she was bringing
him lunch. Enraged, Manjhi decided to cut the hill down to size. He sold off his goats to buy a
hammer, chisel and rope. He even shifted his hut closer to the hill so that he could work day and
night. People called Manjhi a madman but he did not care. He was unstoppable; even hunger
could not win over him.

Manjhi started his work more than 40 years ago. As time passed, the villagers noticed that the
hill was a bit more climber-friendly. It was no longer so steep Manjhis hammer and chisel had
seen to it that a flat stretch had made its appearance. Those who had called Manjhi a madman fell
silent. A few even joined him.

By the early 1980s, a three-kilometre road had been hewn out of the rock. It was wide enough for
even vehicles to pass through. A 50-km journey to the nearest block headquarters of Wazirganj
had now shrunk to a 10 km journey! (Several villages and small towns come under one block.
All the important government departments looking after the affairs of the block are located in the
town which functions as block headquarters.)

(Retrieved from www.pitara.com News for Kids India News for Kids)
On the basis of your reading, indicate whether the following sentences are Right (a) or
Wrong. If the passage does not provide enough information for choosing Right or
Wrong, choose Not there (c).

Example

This article is based on a true story.

(a) Right (b) Wrong (c) Not there Answer: (a)

1. Manjhi started cutting the hill after her wife injured herself while getting him food.

(a) Right (b) Wrong (c) Not there Answer:

2. People called Manjhi a madman because they thought he should have invited them to work
with him.

(a) Right (b) Wrong (c) Not there Answer:

3. People asked Manjhi not to cut the hill.

(a) Right (b) Wrong (c) Not there Answer:

4. Villagers from the nearby areas benefitted from Manjhis efforts.

(a) Right (b) Wrong (c) Not there Answer:

5. This story of Manjhi tells us that great will power can help one overcome great difficulties.

(a) Right (b) Wrong (c) Not there Answer:

Task IV

Read the notice carefully. Then fill in blanks using appropriate information from the
notice.

The notice is meant for students of ____________________ [a]school. Only students of

classes____ [b], ____ [c], _____ [d] and ____ [e] can participate in the Music Carnival. The
venue for 6th Inter-School Musical Carnival is ______________________ [f]. It will be held in
the month of________ [g]. The notice invites students with ____________ [h] to appear for the
audition. _______ [i] will be the judge who will be selecting the students that will participate in
the Inter-School Muscal Carnival. The interested students are asked to contact _________ [j] if
they have any query about the event.

Task V

Read the beautiful poem given below and complete the sentences on the basis of your
reading.

Dont impose on me what you know,

I want to explore the unknown

And be the source of my own discoveries.

Let the known be my liberation, not my slavery.

The world of your truth can be my limitation;

Your wisdom my negation.

Dont instruct me; let us walk together.

Let my richness begin where yours ends.

Show me so that I can stand

On your shoulders.

Reveal yourself so that I can be

Something different.

You believe that every human being

Can love and create.

I understand, then, your fear

When I ask you to live according to your wisdom.

You will not know who I am

By listening to yourself.

Don't instruct me; let me be

Your failure is that I be identical to you.

(The Students Prayer by Maturana)

(a) The speaker in the poem is a [ _____________ ].

(b) She/he is requesting elders to let her/him live, think and do things [_____________].

(c) He/ she does not want to be [ ____________ ] by elders.

(d) It will be a [ ___________ ] on the part of the elders if she/he becomes the same kind of
person as they are.

(e) This poem is a voice against how elders [ __________ ] their ideas on children and force
them to think and live like them.

c. Scoring criteria

The answer key

Task I
E (already given), B, D, C, F, A (from left to right in order)

Task II
(a), (c), (a), (a), (c)

Task III
(a), (b), (b), (a), (a)

Task IV
a. modern, b. VI, c. VII, d. VIII, e. IX, f. Indian Cultural Centre, Ravindra Bharathi (no marks
should be deducted for writing either Indian cultural Centre or Ravindra Bharathi), g. April,
h. gifted voices (some other phrase representing same meaning should be awarded full marks),
i. Ms Uma A., j. Varun Rao K. (even students writing Secretary, Music Club will get
fullmarks)

Task V
a. young student/ young learner/ young boy/ young girl
b. freely/ on their own (other terms meaning the same will be considered right)
c. instructed/ guided/ ordered (other terms meaning the same will be considered right)
d. failure (other terms meaning the same will be considered right)
e. impose (other terms meaning the same will be considered right)

Scoring criteria

Grand total: 50 marks

Task I (Total marks: 10)

For each correct positioning of the paragraphs, 2 marks will be awarded.

Task II (Total marks: 10)

For each correct answer, students will be awarded 2 marks.

Task III (Total marks: 10)

Students will get 2 marks for each correct answer.

Task IV (Total marks: 10)

For this task, each correct answer carries 1 mark.

Task V (Total marks: 10)

2 marks should be given for each correct answer.

Minor spelling and grammatical errors should be ignored. Care should be taken to ensure
fairness in marking the answer sheets.

Rubrics

Grading out of total 50 marks

Grades Marks scored Reading ability

A 45-50
B 40-44
C 30-39
Exceptional reader! The student is able to read and understand a
variety of texts for different purposes very effectively. He/she
faces no problem in scanning, skimming, inferring meaning and
understanding the structure of different types of authentic texts.
Excellent reader! The student faces little difficulty in reading and
understanding a variety of texts for various purposes quite
effectively. He/she faces very little problem in scanning,
skimming, inferring meaning and understanding the structure of
different types of authentic texts.
Good reader! The student faces some difficulty in reading and
understanding a variety of texts for a range of purposes
effectively. Only at times, he/she faces problem in scanning,
skimming, inferring meaning and understanding the structure of
different types of authentic texts.
D 20-29
E Below 20
Capable of doing much better! The student finds it difficult to
read and understand a variety of texts for diverse purposes
effectively. He/she faces problems in scanning, skimming,
inferring meaning and understanding the structure of different
types of authentic texts.
Needs to improve! The student finds it very difficult to read and
understand a variety of texts for diverse purposes. He/she faces a
lot of problems in scanning, skimming, inferring meaning and
understanding the structure of different types of authentic texts.

d. Evaluation of the assessment tool

Analysis of how the assessment tool meets the five principles of assessment

The assessment tasks prepared for assessing the aforesaid reading skills of my learners
only serve the pre-decided purposes of assessment. The variety in the texts and tasks used add to
the validity of the assessment. Students are expected to only scan, skim, infer and understand the
structure and meaning of the texts. I strongly believe that they are not asked to and may have to
use very little of other language-skills to complete the tasks. Writing has been minimized in
every possible way; vocabulary-based questions have been kept to minimum; and there is almost
no demand for displaying explicit grammatical ability.
The assessment tasks are to a great extent reliable in the sense that there is little chance of
obtaining different scores for the same answer irrespective of variables like scorer, time and
place. The answer key and clear instructions curtail such chances. I have got a lot of guidance
from Aldersons book Assessing Reading (2000) and Madsens Techniques in Testing (1983) in
terms of selection of task types. Wh-questions have been avoided to maintain both validity and
reliability.
There is no reason why these tasks cannot be used in a classroom like that of mine for
assessing reading skills. Though such tasks take a lot of time to design, they are easy to score and
offer little scope for teacher-bias. In addition, these tasks can be administered in a classroom
without making any special arrangement for assessment. Moreover, students can be easily
involved in assessing themselves through such tasks.
Perhaps the best part of these tasks is their authenticity. There has been much hue and cry
over authenticity in language assessment. The present assessment of reading skills is based on
authentic texts that simulate real life reading situations. All the texts contain familiar socio-
cultural and linguistically appropriate contexts for the specific group. However, it is impossible
to include all types of authentic texts in this assessment. Too many authentic texts may hamper
practicality of the assessment.
Last but not the least, the assessment is expected to have positive washback on
teaching, learning, teacher and learner. Such an assessment will help the teacher and student do
away with memory-based tests. The teacher may find it easy to identify the problem areas (in
relation to reading) of students. If used wisely, the tasks may promote learner autonomy. The
teacher can also collect information about the assessment from students and make further
improvements.
Explanation of how the assessment tool will be validated

I plan to get the assessment validated through a rigourous process. I will try to collect
opinions of a few university teachers specialized in the field of Language Assessment about the
assessment which includes the processes, tools and evidence from other similar situations. Also,
feedback will be collected from a few practicing teachers, students and research scholars on
similar grounds. Finally, the assessment will be reviewed, compared and evaluated against the
various opinions and feedbacks. The aim will be to get a possible objective report about the
assessment. Questionnaires, interviews, group discussions, and checklists will be used for
obtaining data.

e. Reference and resources

Alderson, C. (2001). Assessing Reading. Cambridge: Cambridge University Press

Madsen, H. S. (1983). Techniques in Testing. Oxford University Press