Assessing Reading Skills in an F.E. College.

Autor/in	Vaughan, Judy
Institution	Adult Literacy and Basic Skills Unit, London (England).
Titel	Assessing Reading Skills in an F.E. College.
Quelle	(1988), (7 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Cloze Procedure; Evaluation Methods; Foreign Countries; Informal Reading Inventories; Models; Readability Formulas; Reading Diagnosis; Reading Skills; Student Evaluation; Test Construction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lückentext; Ausland; Analogiemodell; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; Testaufbau
Abstract	This guide outlines a model that adult educators can use to construct a test for their adult students, regardless of subject area, that is written at the students' reading level. The problems that written tests pose for trade and technical students in further education (FE) who have poor reading skills and the drawbacks of using commercially produced tests with poor readers are discussed. A model is then proposed for using the Cloze procedure and the Simplified Measure of Gobbledegook (SMOG) readability formula to construct a trade or technical test that does not penalize poor readers. According to the model, a passage containing between 100 and 250 words is selected. The Cloze procedure is then applied to the passage, with every seventh word in the passage being deleted. The passage is then tested with a group of volunteers. A score of 90 percent or higher is taken to indicate independent reading, a score between 75 and 90 percent is considered the instructional level, and scores below 75 percent are considered the frustration level. Specific guidelines are provided for applying the Cloze and SMOG formulas and administering the test. Suggestions are also made for dealing with students' and tutors' lack of familiarity with the Cloze procedure. The model is recommended as a nonthreatening, easy-to-introduce, and informal form of assessment. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC