This document discusses various methods for assessing reading skills, including cloze tests, summaries, and comprehension questions. Cloze tests involve deleting words from a passage and having students fill in the blanks. Summarizing requires briefly restating the overall idea and main points of a text. Comprehension questions evaluate understanding through short-answer questions about the details or implications of a reading. The document also covers techniques like skimming, scanning, ordering tasks, and multiple choice items as additional ways to assess reading ability in 3 sentences or less.

1. Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna
Miss Tep Sonimul Page 1
Chapter 8 (Part II, from page 201 to 215)
Assessing Reading
I. Matching column A to B. (p.201-215)
A B
a. Summarizing
b. Skimming
c. Ordering Tasks
d. Scanning
e. Cloze-elide procedure
f. C-test
g. Fixed-ratio deletion
h. Cloze
i. Rational deletion
j. Short-Answer Tasks
k. The purpose of scanning
l. Placement purpose
m. Multiple-choice items
n. Editing
o. Responding
1. The ability to fill in gaps in an incomplete image and supply omitted
details.
2. The seventh word is deleted.
3. The word is removed some parts and the test-taker must complete it
correctly.
4. A test of reading speed and not of proofreading skill, as its
proponents asserted.
5. Read to find relevant information in a text.
6. An assessment of overall global understanding of a story and of the
cohesive devices that signal the order of events or ideas.
7. Read the matter to determine its gist/main idea.
8. The requiring a brief of the text.
9. The way to provide our own opinion on the text.
10. The discussion with unrelated sentences and each presented with an
error to be detected by the test-taker.
11. The items are difficult to construct and validate, and classroom
teachers have no enough time to design it.
12. Teachers were able to be given a diagnostic chart of each student‟s
results within all of the specified categories of the test.
13. To quickly identify important elements, timing may also be
calculated into a scoring procedure.
14. A reading passage is presented, and the test-taker reads questions
that must be answered in a sentence or two.
15. The deletion of prepositions and conjunctions.

2. Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna
Miss Tep Sonimul Page 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
II. Filling in gaps. (p.201-215)
a) Tasks at this level have combination of _____ (1)
and _____ (2)
objectives but with more emphasis on
meaning. _____ (3)
may therefore imply a little more focus on top-down processing than on bottom-up.
b) _____ (4)
are usually a minimum of two paragraphs in length in order to account for discourse
expectancies. They can be constructed relatively easily as long as the specifications for choosing
deletions and for scoring are clearly defined.
c) Some variations on standard cloze testing have appeared over the years; two of the better know are the
_____ (5)
and _____ (6)
.
d) _____ (7)
implies understanding the conventions of map graphics, but it is often accompanied by telling
someone where to turn, how far to go, etc.
e) _____ (8)
involves somewhat longer texts than we have been dealing with up to this point. Journal
articles, technical reports, longer essays, short stories, and books fall into this category.
f) Finally, a reader‟s comprehension of extensive texts may be assessed through an evaluation of a process
of _____ (9)
and/or _____ (10)
. Because of the difficulty of controlling the conditions and time frame for
both these techniques, they rest firmly in the category of information assessment.
g) Two disadvantages in the cloze-elide procedure are nevertheless immediately apparent: (1) Neither the
words to insert nor the frequency of insertion appears to have any _____ (11)
. (2) Fast and efficient
readers are not adept at detecting the _____ (12)
. Good readers naturally weed out
such _____ (13)
.
(weed out: remove unwanted element)
h) Students always enjoy the activity of receiving little strips of paper, each with a sentence on it, and
assembling them into a story, sometimes called the “_____ (14)
” technique. Variations on this can serve as
an assessment of overall global understanding of a story and of the cohesive dices that signal the order of
_____ (15)
or _____ (16)
.

3. Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna
Miss Tep Sonimul Page 3
Write your answers here.
1. ________________________ 2. ________________________
3. ________________________ 4. ________________________
5. ________________________ 6. ________________________
7. ________________________ 8. ________________________
9. ________________________ 10. ________________________
11. ________________________ 12. ________________________
13. ________________________ 14. ________________________
15. ________________________ 16. ________________________
III. Write T for the true statement and F for the false statement then give reason why for both
correct and incorrect. (p.201-215)
1. ____ This is the example of Cloze-elide procedure, (happ_ _ _ _ _).
2. ____ Summarizing is to make an overview of the text.
3. ____ The act of comprehending graphics includes the linguistic performance of oral or written
interpretations, comments, questions, etc.
4. ____ Impromptu reading plus Comprehension questions means that “Read a passage and
answer some questions”.
5. ____ Handing scoring with an answer key or hole-punched grid, or computer scoring using
scannable answer sheets.
6. ____ Two approaches to the scoring of cloze tests are commonly used. They are exact word
method and appropriate word method.
7. ____ Cloze-elide procedure inserts words into a text that belong.
8. ____ Short-Answer Tasks, questions might cover the same specifications indicated above for
the TOEFL reading, but be worded in question form.
9. ____ Responding can be a part of conclusion.

4. Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna
Miss Tep Sonimul Page 4
10. ____ The appropriate word scoring, credits the test-taker for supplying any word that is
grammatically correct and that makes good sense in the context.
IV. Comprehension Questions. (p.201-215)
1. Why should we have enough contexts in a sentence with a word left out?
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2. What is „Rational Deletion‟? Why don‟t they delete the difficult word in the rational deletion? Give
example.
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3. What do the learners have to be able to in order to comprehend information in the “graphics”?
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4. What are the assessments in the domain of skimming? What are the advantages of them?
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5. Western University Teaching Methodology
Department of English Part II Chapter 08 Assessing Reading
Presented by: Mr. Leang Channy Lecturer: Mr. Nourn Vanna
Miss Tep Sonimul Page 5
5. What are the four criteria for evaluation of a summary?
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