JOURNAL OF CRITICAL REVIEWS

ISSN- 2394-5125 VOL 7, ISSUE 15, 2020

Principle for the Evaluation of Reading Assessment Tools

Erwin Akib 1, Eny Syatriana2 , Shirin Shafiei Ebrahimi3

1
Faculty of English Language Education, Muhammadiyah University of Makassar (Unismuh) , South Sulawesi,
Makassar, Indonesia
2
Faculty of English Language Education, Muhammadiyah University of Makassar (Unismuh), South Sulawesi,
Makassar, Indonesia
3
Faculty of English Language Department, Nizwa College of Technology, Sultanate of Oman.
1
erwin@unismuh.ac.id

Received: 16 March 2020 Revised and Accepted: 16 June 2020

ABSTRACT: The study’s main purpose is to create improvement in the level of of knowledge and skills of the
students. Reading as other learning gains is one of the most important skill that need to be learned at university.
It should be measurable the outcome of reading instruction. However it can help instructors to understand the
variety of output that can be measured in re-evaluating the different principle. To asses’ students reading strategy,
the assessment is applied to answer types of academic in terms of, previewing, talking note, time management.
The study employ the survey design, which is involving only a one-time résponse to the questionnaire explained
the survey research is intended to figure out specific caractéristique of a group of reading assessment too for EFL
students of Muhamadiyah University. The items used are the Likert scale totaling 28 items. The questionnaire
was formulated based on four constructs for assessment for reading skill. Reading assessment is typically carried
out to guide individual interventions, instructional. The outcome of reading assessment may suggest that some
students are ‘at risk’ to developing reading skills that are significantly below their peers level, and some form of
intervention. As a result, all students in the reading groups will have expectations of the individual Education
Program (IEP) which fall within one of the subcategories. Then the first step is to define one assessment tool
that can be tested in ALL reading areas for ALL students.
KEYWORD: Assessment, characteristics, evaluate, assessment for learning

I. INTRODUCTION
Evaluation is an important education featured used to inform instruction (Sadler, 2007). The first step in
introducing good reading instruction is to assess student basic performance. Students enter the classroom with a
wide range of backgrounds and literacy skilll. Many students can enter the classroom with special needs acquiring
basic reading skills , while other students may have mastered the content to bec over by a teacher. On the basis of
these different level of education, literacy training must be adapted to meet individual needs of each student.
Original and ongoing reading test can be categorized for idividual needs. Teaching and learning process not only
speaks about the process, but also the outcome. (Assessment for Learning Instrumentation in Higher Education,
2015). The exam should therefore be used by teacher or lecturers as a method to assess the success of the students.
In the teaching and learning process , lecturer focus not only on the teaching process, but also on how teachers
assee the competence of their students. Reynolds (2010) said that assessment is a formal part of collecting
information. It can be used to describe the process performance. Tiemy,R.D.,& Charland (2007) claimed that
assessment is the steps in the teaching intent analysis of the students proof in teaching purpose. Assessment is
a part of process of developing learning strategies and it is important because it teaches students to set individual
and group goals, shows to how to make their own progress in order to specify their own level of achievement.
Comprehnsion of reading is one of the most significant factors that can affect the learning outcome. Improving
the quality of is therefore one of the task of schools or university, quality of is therefore one of the task of school
or universities. Thus, learning to read refers to reading for meaning or comprehension. In fact, reading for meaning
is essentially an attempt to understand texts. (Arifuddin Hamra, 2010). By reading students get a lot of knowledge.
The aim of learning assessment for is to increase the achievement of students’ (Reeves, 2001) and allow students
to learn more to understand the text (Harris, 2007). Feedback is then structured to provide immediate
performance evaluation and useful information on the action of students and to improve learning (Shute, 2008).
The following information provide an overview of the purpose and benefits of reading. Reading has five
aspect : phonemic awareness, phonics, and word analysis, vocabulary, fluency, and understanding. Learning
apparisal applies to activities such as sharing expectations with students, creating a classroom talk and asking

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question, getting relevant input, and enabling peer and self-assessment. (Black and Wiliam1998) all requiring
active learning, participation . (Sadler, 2007). Teachers should organized students’ opportunities to discuss on
the basis of the given topic, organized students opputunities . Knowing that in analyzing the characteristic of
reading assessment tool, students are not passive recipients In other words the evaluation of reading ability does
not end with the asessment of undestanding, but explores methods for the processing of seperate letters,
wordsassessment of reading ability does not end with the measurement of comprehension but wants to see the
strategies for processing separate letter, words, and phrases. O qualities children can learn is learning to read.
Then the purpose of this article is to examine why reading asessment methods are being used ? What needs to be
considered before a reading evaluation test is conducted ? As a result, evaluation should be seamlessly integrated
into teaching or day to day routines; how can students do this when “small groups” classroom experience have
goals and objectives? Altough the class has 10 students with 3 working on understanding, 3 working on phonics,
2 working on vocabulary, and 2 working on fluency, at least all them work on the subject, area of reading as
follows:

Figure 1: Reading Rubrics: A Special Education Progress Monitoring Tool

As the implementation, all of the students in the reading groups will have expectation of the Individual Education
Program (IEP) that include the reading subcategories. The first step, is to define one evaluation method that can
be tested in ALL reading areas for ALL students, to define one evaluation method that can be tested in ALL
reading areas foe ALL students. The solution to all of this is to use what reading rubrics is called! Teachers must
assess the students reading performance by applying the rubrics of reading. Positive instruction can be formulated
until data from evaluation. Various measures are providing different information. Teacher therefore need to carry
out assessment that will provide information on the students abilities on the subject and method. The data from
assessments can be formulate effective instruction. Different measures provide different information. Therefore,
teachers need to carry out assessments that will provide information on the students’ abilities on the subject they
are teaching. In terms of the assessment outcome, the IEP will have reports on interventions that have been
completed. Through having this information, it will allow the instructors to decide what assessment are appropriate
for the students to take action that has been taken.

II. LITERATURE REVIEW

The Most important part of assessment that need to be applicable and based on essential skills. where cultural
and linguistic assessment should always be appropriate (Sprenger-Charolles, L., Colé, P., & Serniclaes, W. (2006).
Reading tests evaluate various reading components composing of four key reading components as a guide to the
reading rubric, namely phonemic awareness, vocabulary, fluency, and understanding. This essay investigate the
evaluation that the learner The reading part as follows : Phonemic Awareness, are the sound units that provide
spoken words to develop the ability to focus on and manipulate phonemes in spoken words.”. Phonemic awareness
is about realistics reading performance, and enhancing their capacity is important for students Some of the skills
involved in phonemic awareness are: Identifying specific sounds at the beginning, middle, end of words. For
example joining /s/ and /it/ to form sit. However, it is not always consistent. Learning phonics will encourage

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students to accurately read and spell. Here are earliest reading skills to be develop by students because, it
introduces them to the connection between letters and sounds. The concept that printed text represents the sounds
of spoken words is important for children to grasp of spoken words is important for student to understand. Every
word in the English language consists of of a combination of sound units, known as phonemes. For instance, one
of the four individual units of sound is the word; c/r/a/b. In order to learn how to read, is one of the most
fundamental skill to acquire.
Vocabulary is one of the important parts of four skill of word use; reading, writing, listening and speaking. To
make easer for students to understand, they need to know the word recognition for easer reading. Learning more
vocabulary is a the key part of academic success. The more words we know, the more we get to learn and
understand texts we read. Reading is the perfect way to enhance students vocabulary.
Fluency is the correct understanding of words and focus on sound like spoken language, Fluency is important
for reading comprehension, because it contribute to working memory in the brain providing an opportunity for
students with an ability to understand what they are reading (Hattie, J., & Timperley, H. (2007. The more children
read, the better they are at understanding and reading with speed and accuracy. Great reader gain new information
in nonfiction books, increase their vocabulary, and link what they read to other sources of information to expand
their understanding of new concepts and topics. It’s no secret that the ultimate goal of learning to read is reading
for meaning. Knowledge is a skill that will influence not only the ability of a students to read in the future, but
also their academic ability. Encouraging student to think about what are they reading is a great way for both
watches to learn and develop how their comprehension skills. Comprehension is the basic purpose of reading.
This requires what is easy to connect to what the reader wants to know, constructing meaning that is logical and
accurate, evaluating this knowledge until the meaning is understood, it is important to understand that problem in
this filed are often the product of other aspect of reading being needed.

III. METHODOLOGY
Evaluating students with reading assessment tools may help teachers assess which students need intervention
services and help monitor the progress of each student throughout the year. (Vaughn, S., Wanzek, J., Woodruff,
A. L., & Linan-Thompson, S. (2007) evaluation is performed with specific goals to assess the standard of reading
which should be apply to the students by administering the test.; 1) Screening,2) progress monitoring,3) diagnostic
assessment and 4) program evaluation. The characteristic of the tools are in the following: Screening assessments
used with all students to determine who is performing well and who needs extra instructional support. Screening,
assessment are used to determine which students are at risk for reading difficulties. The important function of a
reading assessment is to identify student who are ‘at risk’ for reading failure, and to provide teachers with
information on the readiness of grade level reading instruction and the need for more instruction. Future reading
performance can be predicted by determine early oral language skills. (e.g., phonological awareness,
morphological awareness, vocabulary size, or object naming speed) or basic written language skills (e.g.,
knowledge of letter names and sounds, orthographic processing; for reviews, see Blachman, 2000; (Thompson),
Carlson, & Foorman, 2004). Early identification provides a basis for implementing intervention programs and
deals with reading difficulties before they head to failure Kirby, J. R., Desrochers, A., Roth, L., & Lai, S. S. V.
(2008. To easily evaluate students,
teachers use Quick Phonics Screener and Quick Spelling Survey. Assess selected skill sets to confirm that
specific phonics skills are mastered. Document changes throughout the school year in students performance.
Communicate student results effectively with colleagues and parents. Utilize data from the assessment to make
instructional decisions. Progress Monitor Assessment is used to assess if a during an intervention time a student
is making progress. Evaluation of Progress monitoring are given regularly throughout the year (for example,
weekly, biweekly, or monthly). Reading Fluency Progress Monitor offers at each point the equivalent of several
field-tested reading fluency passage in difficulty Progress assessment is used to evaluate the academic
performance of the students, measure a student rate of improvement or responsiveness to instruction. It is possible
to monitor progress with individual students or with a whole class. That is diagnostic assessment. Reading track
for fimprovement includes equivalent in difficult at each point, several field-tested reading fluency passages .
Reproducible forms to record and graph student performance over time. (Sprenger-Charolles, L., Colé, P., &
Serniclaes, W. (2006) stated that teachers use Reading Fluency Progress Monitor to Assess performance in
reading frequently throughout the school year. Determine whether instruction is effective. Document the progress
of individual students. Communicate student progress with others. Diagnostic assessment occurs before
instruction, for Criterion-referenced assessments used to determine the skills and needs of a struggling reader.
Diagnostic assessments are used to help match interventions to a student's needs and to monitor progress in
specific skills. Diagnostic assessment generally occurs as pre testing or in the form of standardized testing.
Assessments created by McGraw-Hill Education provide testing of middle school students at regular intervals in

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core subject areas. The results of testing are used by the teacher to determine student needs before beginning a
lesson. Outcome evaluation offer an evaluation of the overall effectiveness of program for academic reading
and the application of the curriculum and assessment used to decide if students meet grade-level expectation.
This article discusses the key assessment using information collected from the principal in the reading evaluation
method both high and low evaluation.

IV. RESULT AND DISCUSSION

Evaluation of Reading Assessment Tool
The word assessment has several measurement related factors, they are important to mention. It provides evidence
that basic principle of early literacy that can predict the subsequent achievement of students in reading (Kline, T.
J.B,2005). These reading concepts include letter knowledge, phonemic awareness, decoding, fluency, and
understanding. For several reasons, a successful reading program requires test of all these principles. Assessment
provides information to teachers about what qualities students have and have not learned. Teachers need to be
helped to know their students skill levels as students have different experience and knowledge. The second
objective is to track student development. Teacher will know which students need revisit before they provide
additional content and which students are ready to move on. A third aim is to direct the teaching of teachers.
Through consistent assessment, a teacher can make informed decisions about which training which training is
suitable for each student through clear evaluation. A fourth purpose is to show the efficiencies of instruction. The
information gained from assessment allows teachers to know if all students are mastering the content covered.
Effectively using instructional time is crucial for teachers, and everything can be said to be accomplished when
they know a lot about what the students have learned and what they already know. Therefore, the information
which taken from the test result, helps teacher to provide their leaners with the correct learning guidance. For
example, an efficient reading needs a normal ability recognize visual patterns, process speech sounds, convert
graphemes into speech sounds, to read out whole words, and access meanings from printed words. Diagnostic test
is designed to know the strengths and weaknesses of readers on these basic skills and to find the components of
reading.
This paper addressed the successful evaluation of a good classroom as illustrated in the following result of
questionnaire:
Table 1. The Mean Score of the questionnaire

No. N Mean Std. Deviation

1 28 77, 9643 8, 85472

V. CONCLUSION
Validity is well linked to a reading test benefit. When determining the validity of the study the degree to which
differences when reading score are discussed the validity of the test, we are dealing with to the extent to which
the differences in reading scores. They are closely related to differences in readability and the extent to which
they can serve as a basis for sound decisions making (e.g., recommending a remedial intervention). To assess the
usefulness of a reading test, some rules can be considered: content, associations between reading-related skills,
consequences on decision making, sensitivity to individual differences, and cost-effectiveness. More than that as
demonstrated with specific learning goals, based on multiple approaches, capable of measuring for a variety of
student abilities, reducing bias, being accurate and true, and being successful. As a whole, these seven rules as a
whole provide a framework for teachers to reflect and guide their own assessment and pedagogy. As noted, the
evaluation of will influence decisions and actions. It best tell us what information is needed to make sound
decisions or to take appropriate action paths. And that the evaluation result actually provide this information, at
least in part. A complex issue is how to link reading evaluation to reading instruction or remediation. It largely
depends on what need to be tested and what need to be done to help readers boots their ability level

VI. ACKNOWLEDGEMENT

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The author of this paper should be thankful to the Muhammadiyah University student who participating as
participating this study and hanks to the co author who has circulated the brilliant idea for the better development
better improvement.

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