Development and Validation of Reading Test in English
THE PROBLEM:
This study aimed to develop and validate a Reading Test in English (RTE) for Grade VI pupils in Bayambang District I using the results of the oral Informal Reading Inventory (IRI) as a basis. More specifically, it sought to determine: a) the reading level of grade VI pupils as shown by the results of the oral Informal Reading Inventory (IRI) Test, b) skills and specific areas of reading comprehension identified by Grade VI teachers that are to be included in the proposed Reading Test in English (RTE), and conformity of the proposed reading test in English to the criteria of a good test in terms of difficulty, discrimination, validity and reliability indices.
METHODOLOGY
The first part of this study made use of the descriptive method with the oral Informal Reading Inventory (IRI) Test and a questionnaire-checklist as the mean data gathering instruments. The reading levels of grade VI pupils were determined by following the IRI criteria which classified reading levels into frustration, instructional and independent. The skills and specific areas of reading comprehension to be included to the proposed reading test in English were based on the ranking given by grade VI teachers.
Respondents in this study were 316 grade VI pupils and 40 teachers of reading in Bayambang District I.
In the second part of this study, the proposed reading test in English, employed the developmental method of research. It allowed the research and development (R & D) procedures that included: (a) identifying the problem, b) generating alternative solutions, c) selecting the most likely solutions, d) implementing the selected solutions, and e) evaluating the implementation. The time series design was likewise utilized where the initial version and succeeding versions of the test were subjected to test item analysis until the final version was made.
The compliance of the Reading Test in English to
This study aimed to develop and validate a Reading Test in English (RTE) for Grade VI pupils in Bayambang District I using the results of the oral Informal Reading Inventory (IRI) as a basis. More specifically, it sought to determine: a) the reading level of grade VI pupils as shown by the results of the oral Informal Reading Inventory (IRI) Test, b) skills and specific areas of reading comprehension identified by Grade VI teachers that are to be included in the proposed Reading Test in English (RTE), and conformity of the proposed reading test in English to the criteria of a good test in terms of difficulty, discrimination, validity and reliability indices.
METHODOLOGY
The first part of this study made use of the descriptive method with the oral Informal Reading Inventory (IRI) Test and a questionnaire-checklist as the mean data gathering instruments. The reading levels of grade VI pupils were determined by following the IRI criteria which classified reading levels into frustration, instructional and independent. The skills and specific areas of reading comprehension to be included to the proposed reading test in English were based on the ranking given by grade VI teachers.
Respondents in this study were 316 grade VI pupils and 40 teachers of reading in Bayambang District I.
In the second part of this study, the proposed reading test in English, employed the developmental method of research. It allowed the research and development (R & D) procedures that included: (a) identifying the problem, b) generating alternative solutions, c) selecting the most likely solutions, d) implementing the selected solutions, and e) evaluating the implementation. The time series design was likewise utilized where the initial version and succeeding versions of the test were subjected to test item analysis until the final version was made.
The compliance of the Reading Test in English to