LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:11 November 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
         Dr. S. Chelliah, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Developing Reading Test Using Lower to
Higher Order of Thinking for ESP Students

Ismarita Ida Rahmiati & Ive Emaliana
Universitas Brawijaya, Malang, Indonesia

Abstract

Reading assessment should cover reading micro skills as well as the students’ order of thinking. The development of reading test that describes quality of reading performance, in large scale assessment is well established. However, less attention has been directed towards the development of reading test using multiple choice which ranges from lower to higher order of thinking levels. This paper reports on a recent project to define the construct of reading test which accommodate the order of thinking levels. The authors discuss how the processes of theoretical construct definition, together with empirical analysis of test taker performance are used to underpin the development of the test. Methodologies utilized in the project included expert judgment, text readability analysis, and item analysis. Based on the results, the findings can inform decisions about how best to account the reading micro skills of the students’ performance.

Keywords: reading test, ESP, order of thinking

Introduction

As mentioned by Keenan, Betjemann, and Olson (2008) reading assessments are presented as measures of the same construct, comprehension. Comprehension as the ultimate goal of reading which involves decoding process (Fischer-Baum, et al., 2017) has shown that multiple cognitive processes (Rupp, Ferne, and Choi, 2006: Abu-Rabia, Share and Said, 2013) as well as metacognitive processes (Keenan, Betjemann, and Olson, 2008) include in achieving it. More particularly in reading tests, there has been an increased interest in trying to assess and understand comprehension (Gorjian, 2013; Artuso and Palladino, 2016; Levesque, Kieffer and Deacon, 2017; Ferrer et al., 2017).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ismarita Ida Rahmiati & Ive Emaliana
Universitas Brawijaya
Malang
Indonesia
ismarita_ida@ub.ac.id
ive@ub.ac.id

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