Standardized tasks, which establish Lithuanian fourth-formers' satisfactory text apprehension abilities (original) (raw)

An Action Reasearch on Reading Tests

This study tried to find the ways to increase teenage English learners reading comprehension success in the tests. It was conducted at Hikmet Nazif Kursunoglu Vocational High School.

Battery of reading assessment : description and validity studies

10O Encontro Nacional De Investigacao Em Leitura Literatura Infantil E Ilustracao, 2014

In this paper the Battery of Reading Assessment [Bateria de Avaliação da Leitura -BAL] is described and the results of the validity studies are presented. The BAL includes five tests organized into three areas of assessment: word reading; reading comprehension of texts (narrative and expository); and listening comprehension of texts (narrative and expository). Each test consists of vertically scaled forms for Portuguese elementary students from grades 1 to 4. Criterion-related validity evidence was gathered for the five tests by studying, through correlation and regression analyses, the association between each test score and the results on other tests assessing reading, memory and vocabulary h confirmatory factor analyses. The results provided evidence of statistically significant correlations of the tests with the external criteria and evidence of an acceptable fit for the one-factor solution for all tests.

An integrated approach to establish validity and reliability of reading tests

ELT Research Journal, 2012

This study presents the processes of developing and establishing reliability and validity of a reading test by administering an integrative approach as conventional reliability and validity measures superficially reveals the difficulty of a reading test. In this respect, analysing vocabulary frequency of the test is regarded as a more eligible way of measuring validity. A study was conducted at Dokuz Eylül University and Çanakkale Onsekiz Mart University with three colleagues and 100 undergraduate students to establish validity and reliability along with readability and vocabulary frequency of a 32-item reading test which was developed by the researcher. Such detailed assessment is highly recommended for researchers who are in need of preparing pre and post tests which are different from each other.

National Estonian-language tests: What is measured in text comprehension tasks

New Trends and Issues Proceedings on Humanities and Social Sciences, 2019

Text comprehension includes different components to create a coherent whole. The comprehension tasks of the national Estonian-language tests for Grades 3, 6 and 9 (10-, 13-and 16-year-old students) were analysed to find out the similarity in the distribution of tasks at different comprehension levels for the same grade in consecutive years and if the text comprehension levels in the tests for different grades changed. Deductive content and descriptive analyses were used to find out how comprehension was measured in the national Estonian-language tests. We found that there was no consistency in the tests for the same grade in different years. Additionally, in most cases, the students' cognitive growth was not considered: the tests for younger students included more inferential and evaluative level tasks than the tests for older students. Although it is important to improve comprehension skills at every level, the emphasis in tests should move from literal to inferential and evaluative tasks in the older age group.

Assessment of Reading Comprehension

2016

The need to cope with the raising expectations which the society has from the education, compels the teachers to enlarge the limitations of the traditional education system in order to discover, filter and implement new teaching and assessment methods by which it could harness the cognitive and emotional potential of all the children they work with. By applying the multiple intelligence theory, the teachers meet the pupils’ needs to benefit from the opportunity of learning in ways that match each one’s unique way of thinking. The study is based on applying a questionnaire which studies the satisfaction degree of the pupils within the Romanian traditional educational system and the ways to attract them to school.

Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

Technium Social Sciences Journal

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Ba...

Centralised Lithuanian Language and Literature Assessments of Secondary School Students: Population Analysis

Pedagogika

The aim is to analyse assessments of Lithuanian language and literature for the entire secondary school student population focusing on gender comparison, and development of models for the prediction of achievements. We use the results of the 10th grade test for the period 2011–2015 and the same cohorts in the Matura exam. Gender differences are observed in analysed national centralized assessments. The distribution of the 10th grade test achievements resembles the bell-shaped curve, whereas the Matura – do not.

Self-Assessment of English Reading Skills in Grade 6

Human, Technologies and Quality of Education, 2021

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students...

Assessing the Level of the Students’ Reading Comprehension Abilities and Its Difficulties

Premise: Journal of English Education

This study aimed to assess the student's reading comprehension level and the difficulties that the students faced in reading. The writer conducted this study at Senior High School 2 Pasuruan, especially the 11th-grade students in Language Programs. This study focused on the student's reading ability level and the difficulties that the students faced in reading. The writer used survey research designs in conducting this study. The participants of this study were 30 students. In collecting the data, the writer distributed closed-ended questionnaires, which consisted of 29 questions with a 4-point scale (always, sometimes, rarely, and never). The result showed that 47% of students faced many problems or difficulties understanding the reading text. While 37% of students sometimes found difficulties reading an English passage, 16% of the students who chose "rarely" indicated that the difficulty they faced was not challenging. In conclusion, it was found that many studen...