Diagnostic Teaching of Reading Techniques for Instruction and Assessment Table of Contents
Assessment of Reading Comprehension
Abstract and Figures
This report attempts to shed calorie-free on the concept of cess equally an essential pedagogical practice for the improvement of the teaching-learning process. Peculiarly, it stresses the strategies and the techniques that should be used in assessing reading comprehension with reference to EFL classrooms. It describes the kinds of tasks that really reveal students' reading comprehension abilities and needs. Moreover, this paper aims to illustrate the types and the advantages of assessment for both teachers and learners. More than importantly, this report tries to bring equitable evidence of how reading comprehension tin can be adequately assessed. The findings showed that assessment of reading comprehension is cardinal to English language language pedagogy equally it provides teachers with essential information nigh students' weaknesses, needs, obstacles, and deficits. Thus, teachers tin can implement the advisable techniques and utilise the cess results to ameliorate their classroom instruction and enhance the learning abilities.
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Revista Românească pentru
Educaţie
Multidimensională
201half dozen, Volume 8, Event 1, June, pp. 125-i47
Assessment of Reading Comprehension
Madani HABIB
Doi : http://dx.doi.org/10.18662/rrem/2016.0801.0viii
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How to cite: Habib, M. (2016). Assessment of Reading Comprehension . Revista Romaneasca pentru Educatie
Multidimensionala, 8(1), ane25 -147 . doi: KWWSG[GRLRUJ10.18662/rrem/2016.0801.08
DOI: x.18662/rrem/2016.0801.08
125
Assessment of Reading Comprehension
Madani HABIBane
Abstract
This study attempts to shed light on the concept of cess as an essential
pedagogical practice for the comeback of the teaching-learning procedure. Particularly,
information technology stresses the strategies and the techniques that should exist used in assessing reading
comprehension with reference to EFL classrooms. It describes the kinds of tasks that
actually reveal students' reading comprehension abilities and needs. Moreover, this
paper aims to illustrate the types and the advantages of assessment for both teachers
and learners. More than importantly, this report tries to bring equitable show of how
reading comprehension can be adequately assessed. The findings showed that
assessment of reading comprehension is fundamental to English language language teaching every bit it
provides teachers with essential information about students' weaknesses, needs,
obstacles, and deficits. Thus, teachers can implement the appropriate techniques and
use the assessment results to improve their classroom teaching and enhance the
learning abilities.
Keywords
assessment, reading comprehension, EFL classrooms.
i Assistant Professor PhD, department of English language, University of Tiaret, Algeria.
Habib, G. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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126
i. Introduction
Assessment is viewed every bit one of the vital pedagogical practices to
both education and learning. It entails a sum of instruments and
techniques which are used in classrooms and help teachers accurately
define their learners‟ needs and competencies. In other words, it is a
pedagogical and instructive activity needed to gather information near
learners so as to properly identify their strengths and weaknesses.
Broadly speaking, assessment offers opportunities for teachers to
pinpoint their didactics goals and to know the extent to which the
expected goals are attained. Essentially, it renders the teaching-learning
process more effective and reliable every bit teachers tin adjust their
educational activity and link information technology to the assessment results and student‟s needs. In
other words, assessment is an essential component of classroom
pedagogy that is designed to detect students‟ weaknesses and demands
in any learning subject. Accordingly, teachers can make the correct
decisions and provide constructive feedback to their learners.
More importantly, classroom assessment should entail effective
techniques and tools that vary co-ordinate to the teaching subjects and
grades. Certainly, information technology needs to relate to the previously offered courses
because it should aim to maximize and enhance students‟ skills and
abilities. Actually, information technology is aimed to reveal what students have grasped and
what they withal need to learn.
As for the assessment of reading comprehension, information technology involves
several methods and procedures that are intended to brandish how
fairly leaners are able to read, comprehend, interpret, and analyze
unlike types of texts. In this respect, specific reading comprehension
activities tin can be introduced in the EFL classrooms in order to know how
well students are able to build a sound text‟s understanding. Certainly,
reading comprehension cess should be based on rational criteria
and useful measures.
2. Assessment Divers
Assessment is seen equally the exercise of detecting and defining the
students‟ cognition, understandings, abilities, and skills. It is a
classroom action used to stimulate learning past collecting data and
offering constructive feedback (Black &Due westilliam, 1998). In other words,
assessment is the process of knowing about how students are
progressing in their learning to make the right decision in designing and
Habib, Yard. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
viii(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Cess of Reading Comprehension
Madani HABIB
127
planning classroom education. In this sense, it is defined by Palomba
and Banta as follows:
Assessment is the systematic drove, review, and use of data
about educational programs undertaken for the purpose of improving learning
and development.
(Palomba and Banta , 1999 : 4)
Definitely, collecting data about students, analysing evidence, and
refining instruction are assessment stages by which teachers can increase
the learning outcomes.
Generally speaking, assessment is considered as a task which
consists of a prepare of activities that teachers and learners carry out to get
data that can be used diagnostically to correct both teaching and
learning (Black & William, 1998). According to Carr and Harris
(2001:35): "
Cess is an integral part of instruction…constructive
classroom cess is relevant to immediate learning."
Cer tainly , classroom assessment is connected to instruction and
learning for it heightens the quality of instruction and raises the students
„attainments. In exercise, assessment depends on different means to
make the students truly reveal what they have acquired and what they
nonetheless need to develop. This tin can exist done through gathering data
through tests and exercises, providing useful feedback, setting sound
classroom activities, and weaving the instruction according to students‟
needs. The following figure describes the process of cess:
Figure one. Classroom Assessment Cycle (Susan et al, 2005: 3)
Habib, M. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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This bicycle shapes the classroom cess process which
focuses on enhancing students‟ performance. It denotes that assessment
comprises 4 key steps: clarifying the learning objectives, gathering
information in a diverseness of means, scrutinizing assessment information, and
adjusting education. Indeed, teachers should use the bear witness to
monitor progress, increase operation, and improve educational activity.
Besides, assessment involves the process of evaluating, marking,
and grading students‟ performance. It is viewed as a method of
collecting, synthesising, and interpreting information in club to
diagnose students‟ issues, to judge their academic performance, to
plan classroom instruction, and to reply to students‟ needs (Airasian,
1994). In brief, assessment is defined as existence diagnostic, determinative, and
summative. These iii components are used together to help both
teachers and learners decide what should be done to enhance the
teaching input and the learning outcomes.
3. Assessment VS Evaluation
Assessment is a classroom activeness conducted to proceeds data
and to offer a valuable feedback then every bit to improve teachers‟ instruction
and students‟ learning achievements. It includes learners‟ response which
helps the instructor know about their learning needs and abilities.
In dissimilarity, evaluation is understood equally a process of using tests‟
techniques and other measures to guess the students‟ attainments for the
purpose of grading, ranking, and reporting. In other words, it is a
summative activeness which occurs through exams or quizzes at the end of
a term or a year and ends up with ranks and marks.
four. Types of Assessment
Assessment tin exist conducted for unlike purposes. In fact,
in that location are three chief types of assessment which occur in different times,
at different levels, and in unlike forms to accomplish multiple
purposes.
4.1. Diagnostic Cess
Diagnostic assessment is the process of diagnosing learners‟
strengths and weaknesses in the very beginning of a foreign linguistic communication
course. Information technology greatly facilitates teachers‟ task to tailor instructions, meet the
Habib, M. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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learners needs, and helps them plan classroom activities appropriate for
their level.
Certainly, teachers use this type of cess to reveal students‟
abilities in a particular skill or a program. It identifies for both
teachers and learners the needs and demands that should be met in any
expanse of knowledge. The strengths atomic number 82 to a formal consideration and
should be explored in addressing the weaknesses.
Generally, diagnostic assessment occurs when learners move to a
new learning program. It happens at the get-go of a class or a
program in order to develop plans and brand links so as to set the
adjacent steps. Information technology is, in another sense, a holistic procedure during which a
pic should be built up nearly the individual‟s achievements, interests,
skills, and wants. This evidence can be translated to teaching practices
and used for planning the courses that best arrange the learners. Moreover, information technology
helps teachers to identify the goals and to choose the techniques and the
strategies that enable them to accomplish these goals.
Additionally, diagnostic assessment deeply looks at the specific
needs of learners as the diagnostic feedback needs to be descriptive and
interpretable so that information technology tin help learners accept actions to shut the gap
between their electric current competency level and their desired learning goals
(Blackness & William 1998).
In short, diagnostic assessment is an educational strategy used by
teachers to determine the learning and the instructional goals. It paves
the way to a continuous determinative assessment.
four.2. Formative Assessment
Formative assessment can be referred to as continuous,
interactive, and dynamic. It occurs and should be carried out in means that
help learners make a real progress in their learning. Information technology is also an ongoing
generative process which is designed to support learning. Therefore, this
process includes several strategies such as sharing the learning goals and
the cess criteria with learners.
The distinguishing feature of formative assessment is that
its prove is used by both teachers and learners (Black 1995). This
means that it aims at knowing most how learners are progressing and
where they are having troubles. It as well helps teachers to make the
necessary instructional adjustments so every bit to offer more opportunities to
exercise.
Habib, K. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(i), 125-147. doi: http://dx.doi.org/ten.18662/rrem/2016.0801.08
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Formative assessment involves designing goals, providing
didactics, measuring outcomes, and giving useful feedback. Actually, information technology
includes the process of appraising, judging, or evaluating students‟ work
or performance and using this to shape and meliorate students‟
competence (Gipps, 1994).
That is to say, formative assessment is a process which requires
skilful teachers who tin amend elicit and interpret information for the
interest of their learners to meliorate both the instruction and learning
strategies. Information technology is characterised by its progressive nature equally it can happen at
any menses of time. It, also, can be planned or unplanned, proactive or
reactive, formal or informal. As for breezy assessment, it is a way of
collecting information almost learners‟ functioning in normal classroom
conditions. This can be done without establishing test conditions equally it is
done over a period of time. In contrast, formal assessment is carried out
through tests which are used to notice out about the learners‟ suitability to
follow a course of a study and to know how learners are progressing in
order to identify problem areas. Through tests teachers can know how
much learners accept learned during the course or during the academic
yr.
A mutual misconception is held by teachers and learners alike,
is that a exam is something which is washed at learners rather than
something which is washed past them and for them. In fact, formal testing
should exist seen equally a complement to other forms of assessment. In brief,
formative assessment brings the assessor and the learner together in a
process of continual reflection by making articulate judgements about the
learning gains.
4.iii. Summative Assessment
While determinative assessment is for learning, summative
assessment is of learning. It provides evidence of what learners got at the
terminate of a specific term of learning. Furthermore, it marks the important
stages of learners‟ development and should be formally recorded in the
class of scores and marks. More than importantly, it should exist planned in
advance so that learners can accept enough time to prepare themselves
and gain confidence in whatever area they are assessed in or most. In
addition to this, it is mostly used to discover what a learner has
achieved during the program of the study. It is carried out at or towards
the end of the form for the sake of knowing if learners have acquired
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/ten.18662/rrem/2016.0801.08
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the target skill asouthward information technology gives an overall motion picture of learners‟ performance. The
following tabular array illustrates the departure betwixt formative and
summative assessment:
Table one. Some Distinguishing Features of Determinative and
Summative Assessment.
-is prepared and carried out by
the class teacher equally a routine
part of education and learning.
-is specifically related to has
been taught ,i.east. content is in
harmony with what has been
taught.
-the information from the
assessment is used
diagnostically; it is focused on
the individual learner‟s specific
strengths and weaknesses,
needs, etc.
-is not necessarily prepared and
carried out by the class teacher.
-does not essentially relate
immediately to what has been
taught.
-The judgement about a learner‟s
performance is likely to feed into
record-ke eping and exist used for
administrative purposes , due east.g.
checking standards and targets.
-is frequently externally imposed,
e.g. by in institution or a ministry
of education.
Really, determinative cess is related directly to students‟
learning progress adue south it aims at providing constructive feedback co-ordinate
to their weakness and needs. However, summative assessment idue south
concerned with the measurement of the last achievements and levels.
In the form of tests or exams, summative assessment aims at
raising the standards of learning every bit it indicates the extent of success and
the points of failure. It is carried out at the end of a period of instruction
so that to make articulate judgements virtually where learners are successful and
where they are not in whatsoever surface area of knowledge. In brusque, the most powerful
bear witness of learners‟ progress is provided when teachers combine information
from pre-tests and post-tests and provide a summative assessment.
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(i), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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5. Reading Comprehension Defined
Reading comprehension is not only a process of decoding texts
and building a particular agreement. It can be viewed equally a process
which involves skills and strategies by which the reader reconstruct
deservedly the message encoded by the author. Grabe describes reading
as:
An agile process of comprehending where students need to
be taught strategies to read more efficiently ( e.chiliad. estimate from
context, define expectations, make inferences about the text,
skim ahead to fill in the context, etc ).
(Grabe, 1991:377)
That is to say that reading comprehension is a blend of
identification and construal skills. In fact, it is an interactive process
between the reader and the text which lead to a specific comprehension.
In this process, the reader interacts dynamically with the text in order to
appropriately elicit the meaning and the ideas entailed in this text.
Co-ordinate to Urquhart and Weir (1998: 22): «
Reading is the
process of receiving and interpreting data encoded in
language class via the medium of print».
This means that the
message conveyed by the text is decoded and interpreted through the
vocabulary items, the grammatical points, and the rhetorical structure of
the text. As well, Anderson (1991) views reading as an dynamic fluent
process which involves the reader and the reading materials in building
pregnant.
In improver, reading tin be viewed every bit a receptive skill in
agreement the words in a written form. Information technology is believed that
understanding the purpose of someone is non merely in spoken form just
besides in reading. Reading is the next footstep in writing because through information technology
learners tin understand what someone wants to talk something.
According to Nunan (1991:seventy): "
Reading is a dynamic procedure in
which the text elements interact with other factors outside the text,
in this example virtually especially with the reader'southward noesis of
content of the text".
That is to say that comprehension does non relate
merely on the text content, but likewise on the reader‟s own literacy and
experience. According to Hedge (2000), in order to make sense, learners
need to combine the following types of knowledge:
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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- Syntactic knowledge: knowing the functions of verbs, nouns,
articles, modals, etc.
- Morphological knowledge: knowing about words formations
including prefixes, suffixes, morphemes, etc.
- Genre knowledge: knowing about texts‟ types and genres such
equally scientific and literary genres.
- General globe knowledge: this includes background
knowledge, topic knowledge, and sociocultural knowledge
nigh the reading topic.
More importantly, comprehension is the ultimate aim of reading.
Information technology contains a number of cognitive processes that help students make
sense of what they read. Indeed, they demand to decode words, relate
sentences, and use their background knowledge and so that they can attain
an appropriate text comprehension.
vi. Research Aims
Assessing reading comprehension skills is an integral part of the
English language educational activity. Therefore, this paper tries to prove and
explicate how reading comprehension tin can be successfully assessed and to
brandish the methods and the means that tin be used in this kind of
assessment. Moreover, this research aims to detect the main difficulties
and the obstacles that hamper students‟ text comprehension.
seven. Enquiry Methodology
In this written report, two broad approaches of research were used:
qualitative research method and quantitative research method .Equally for the
qualitative research method, it is favored past many researchers and has
been adopted in the field of human sciences .It is an arroyo which is
based on making enquiries ,exploration, and discovery. As McDonough
(1997:53) stated: "Qualitative research commonly gathers observations,
interviews, field information records, questionnaires, transcripts, and so
on". Actually, the results, in this approach, address and illuminate the
"why" and try to find answers and solutions.
With respect to the quantitative inquiry method, it is an
approach which is preferred by the key sciences. In fact, it
involves the construction of hypotheses that can be measured past
Habib, One thousand. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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134
gathering evidence and evaluating it in an experimental style .It is based
on statistical analyses of big volume of information.
This research was conducted in the grade of case study. The main
research instruments in this report have been questionnaires .One of
these questionnaires was designed to elicit the views of thirty students
from Bouguirat Secondary School. The students‟ questionnaire entails
questions that sought to gather data about learners‟ attitudes, beliefs, and
needs. The focus of the st udents‟ questionnaire is to achieve an overview
and to find out a clear data most the assessment of reading
comprehension skills.
The second questionnaire was devoted to 10 EFL teachers from
different secondary schools .This questionnaire entails questions that
aimed to collect teachers‟ opinions, worries, and proposals almost the
cess of reading comprehension.
8. Sample Population
The informants are considered as the most of import elements
of any research work. Co-ordinate to Gardner (1974), population is a
grouping of individuals who share common characteristics. Polit (2001)
defines population every bit an aggregation of cases that meet specific criteria.
In this study, the researcher involved two groups of participants; EFL
teachers and secondary school students.
The first group of informants entails 10 EFL teachers from
different secondary due southchools. Seven of them are females and three are
males. Most of them accept taught English for more than than 5 years. The
2d grouping of informants involves xxx students from Bouguirat
Secondary School. Twenty of them are females and ten are males. Their
age is between 18 and twenty. They were randomly selected in club to make
the research more reliable and objective.
9. Main Results Interpretation
The results revealed that the majority of learners are aware about
the importance of cess in improving their reading comprehension
as they argue that it helps them detect their real abilities. Some of
them feel the stress whenever they are assessed. In this respect, the fact
that tests or exams cause fear to learners cannot exist considered as a
astringent problem but every bit a natural case. Every bit a solution, teachers can ready
learners for cess in order to help them overcome their fear and
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
eight(1), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
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135
hesitation. Moreover, they tin create a suitable atmosphere by guiding
and advising their learners. In this regard, it is necessary to avoid the
assessment tools that disturb learners and do not lead them to
demonstrate their true abilities. Therefore, it idue south useful to inquire them nigh
their preferable assessment means. The students showed their
preferences of the continuous classroom activities equally useful assessment
tools. This is due to the fact that this strategy does non impose test
weather and help students learn without fright or stress.
Undoubtedly, introducing simple classroom activities is an
effective strategy that helps both teachers and learners know the causes
of failure and the way to success without giving marks or rankings. In
fact, through these activities, teachers can modify and improve their
instruction according to the assessment results and learners‟ needs.
Furthermore, although they are considered as evaluation tools, tests and
exams are essential ingredients to whatsoever assessment process because they
atomic number 82 learners to consider the importance of learning and increase their
seriousness to exist committed to achieve better results. In addition,
assessing learners through tests and exams make them stand at their
levels and motivate them to go beyond these levels past making more
efforts to achieve college ones.
Nonetheless, in assessing reading comprehension, most of the teachers
apply multiple examination techniques in gild to have a clear view about their
learners‟ capacities. In this respect, multiple option questions, gaps filling,
comprehension questions, and writing summaries are the mostly used
activities.
Actually, the application of multiple strategies in the continuous
cess offer to both teachers and learners the essential information
about the level of comprehension that learners are able to reach and help
them to discover the weaknesses, the difficulties, and the obstacles of
learners. In this concern, many of the informants mention several types
of reading comprehensionorthward difficulties that are frequently faced by the
students. The main obstruction that causes reading failure, according to
EFL teachers, is that learners do not possess enough and adequate
vocabulary cognition that helps them achieve a good text
understanding.
Habib, Thousand. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(one), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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x. Summary of the Main Results
This study revealed that assessment of reading comprehension is
a vital teaching activeness which can be conducted for the benefit of both
teachers and learners. Certainly, it involves a number of methods and
strategies that impulse students to disclose their learning skillsouthward to their
teachers. Besides, it makes learners aware about their weaknesses and
strengths and helps them to seek the solutions to improve their reading
comprehension skills.
Co-ordinate to the results, assessment of reading comprehension
can be conducted in the form of tests, projects, and daily classroom
activities. Indeed, the construction of simple and well-organized tests
which entail various tasks and activities is of import for this blazon of
cess in order to address students‟ texts comprehension. According
to the responses, most teachers use activities that include multiple-choice
questions, filling the gap exercises, and reading comprehension
questions.
Moreover, this research shows that cess has many
advantages. Actually, it informs teachers virtually the learning capacities of
their learners and helps them to offering valuable educational activity to run into their
needs. Also, it helps students to find their competencies and leads
them to seek useful ways to better their ain learning.
Finally, information technology is worthy to annotation that learners and EFL teachers gave
important proposals and views concerning the process of cess
and put their recommendations about the role of assessment in
enhancing the whole teaching-learning process.
xi. Recommendations for Assessing Reading
Comprehension
In order to assess reading comprehension, teachers should use
several methods and no unmarried technique can truly measure students‟
reading skills. A reading comprehension test may subsume activities such
as: gap filling, short questions, multiple choice questions, true or imitation
questions, and aye-no questions.
The advantages of using short-respond questions based on a
reading passage in testing reading comprehension is that the answers
should be sought and expressed past the learner rather than being offered.
This can ease the testing at college order skills, such as interpretation and
evaluation, and gives the assessor the opportunity to presume reasonably
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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that the learner truly put the answer for no reason other than he has
really comprehended the text .
The chief goal of reading comprehension tests is, according to
(Weir, 2005), to measure out reading mastery without stressing grammar or
spelling. However, in assessing reading, failure to take errors in language
utilize into consideration may atomic number 82 to the perception that spelling, grammar,
and punctuation are not essential to linguistic communication learning. Therefore,
reading comprehension assessment should target not only students‟
comprehension of a text but besides the factors that facilitate or impede this
comprehension .
In order to really cheque students‟ comprehension of texts,
various types of questions should exist used. In fact, approaches to the
evaluation of reading comprehension have tried to introduce interactive
activities and tasks .The use of questions is an integral role of these
activities and well-designed questions would help learners meliorate interact
with the text to build up meaning. Indeed, a combination of
comprehension activities helps learners respond to various types of
comprehension. There are numerous methods and forms of reading
comprehension tasks that can exist used in assessing students‟
comprehension and stimulating their agreement of a text. These
techniques may take formal or informal forms. Sally and Katie (2008 )
state some of these tasks:
11.1. Yes-No Questions
These are questions that should exist answered with either aye or
no. Notwithstanding, teachers are recommended to follow upward these questions by
other types of questions to brand sure that students take understood the
text as Yes/No questions can be answered correctly past take chances.
11.2. True or False questions
This is some other type of a reading test that is familiar to most
learners .Information technology consists of a text accompanied past a series of statements.
Learners need to decide and mention whether the given statements are
true or false co-ordinate to the text.
This kind of reading comprehension questions provides learners
with a gear up of sentences or statements. For answering these questions,
learners are required to read the text and observe the true and the false
statements without giving answers in a complex written response .They
Habib, Thou. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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are practiced activities for memory of literal details in the text merely they are
limited in assessing specific comprehension skills such every bit making
inferences and meanings. Mordue east importantly, teachers should non rely
exclusively on them because, similar Yes/No questions, learners can give
correct answers by chance without knowing why these answers are correct.
True or Simulated questions need to be carefully designed considering the
simulated answers should target the potential misunderstandings of a text.
Besides, the false answers that sound obviously wrong exercise not aid
teachers assess learners‟ comprehension because learners practise not demand to
understand the text to recognize them equally incorrect.
11.3. Matching
This type is likely to be less familiar to learners, but increasingly
mutual. They are used by many assessors. Some of reading
comprehension tests designers may include more than one matching task
in their tests.
For doing a matching job, learners demand to choose from a list of
prompts. These prompts may be statements, headings, or question
completion .For instance, learners tin be asked to match a description to
the appropriate paragraph, or to match words and phrases to their
meanings.
eleven.iv. WH questions
Wh questions are questions that begin with Wh such as: "where",
"why", "who", "when", and "how". These questions are useful in
providing learners with literal understanding of a text and help them
recognize information in the text and make evaluations and personal
predictions.
11.5. Open -Ended Questions
These questions are used in standardised assessments .They are
useful in assessing the component skills of comprehension such equally the
ability of learners to make inferences from the text .In fact, learners are
asked different questions for the reason of testing their retentivity and
their comprehension of the text .Yet, it is important to mention
that this course of assessment may have some weaknesses because learners
have to codify verbal or written responses which may underestimate
their comprehension because of their language deficits .
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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Madani HABIB
139
11.6. Multiple-Choice Questions
This blazon of the reading chore is the about familiar to learners. It is
composed of a text which tin can be of any type accompanied past 1 or
more than multiple choice items. These choices may be in the form of
statements, a question with answers, or incomplete statements with a
choice of phrases or words .Generally, at that place are three or four options
and only one of them is the right ane .It is important to have statements
respective to specific paragraphs or sections of the text, merely at that place
may be statements that appraise comprehension of the whole text .
Developing a good multiple-option question needs a careful
consideration. In fact, a question with four choices works best for
learners with low proficiency in the target language, and one of the iv
choices should audio the right and the desired answer. Literal
comprehension can be checked more effectively by the employ of multiple-
choice questions. Too, they can also be used for prediction and
evaluation. Nonetheless, these questions demand to exist followed by other
activities to make learners explicate their choices.
Generally, this type of questions may have one right reply
when information technology targets the literal comprehension. Actually, a multiple-choice
format with "wh" question is easier than no-choice "wh " question
considering information technology pushes learners to check the text to know if whatsoever of the choices
are discussed.
11.7. Gapped Texts
This kind of reading comprehension test includes texts or
diagrams from which unmarried words, phrases, sentences, or paragraphs are
deleted .These filling the gaps tasks can besides exist used in testing grammar
and vocabulary.
In some tasks, learners have to decide what should fill in the gap,
while in some others, they are given a series of alternatives for choice
.Where words, sentences, or paragraphs are removed, there is an item
among the given alternatives that is odd to the text.
Gapped texts offer a chore that tin can be used in testing or assessing
learners‟ reading skills. It can be applied to all types of texts and can exist
included in lower-level exams and for learners with low-level
performance.
Habib, Grand. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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11.8. Proofreading
This kind of tasks includes deliberate errors or mistakes of
unlike types in the text provided. Despite the fact the proofreading
activities make part of grammar and vocabulary tests, they can also exist
used in reading comprehension assessments .In fact, the texts can be of
whatever type and, in most cases, is formed of numbered lines .Some lines
may involve an extra, or a misspelt word, or an mistake of punctuation,
while the other lines are right .At this level, learners need to read the
text, mark the right lines, remove the extra words, and correct the
spelling and punctuation errors.
12. Conclusion
Assessment is aimed to maximize and better the educational activity-
learning process by providing copious opportunities for learners to
discover their weaknesses and to enhance their learning standards. This can
be reached by linking assessment results to classroom instruction and past
providing constructive activities that truly conform to learners‟ needs.
This written report attempted to explore the importance of assessment in
EFL classrooms. Actually, it aimed at bringing some details near the
process of cess and specifically focused on reading
comprehension as an essential skill in English language language teaching. In fact,
it showed that teachers need to appraise this skill accurately and adequately
in order to get a clear view about their lea rners‟ needs. Therefore, the
assessment practices should depend on clear criteria and so equally to point and
inform perfectly both teachers and learners about their achievements.
As far as reading comprehension is concerned, there is an
increasing demand for thoughtful and acceptable assessment plans that
include appropriate methods and useful tools that determine the learners‟
needs and help them understand the expectations of their learning. In
other words, this kind of cess should be considered as a
comprehensive approach that is tailored to the objectives of the
classroom educational activity.
Indeed, reading comprehension is a circuitous process that gathers
several inseparable skills which crave sufficient time so as to be
perfectly taught and assessed.
Habib, Chiliad. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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141
Acknowledgment
I acknowledge that this paper entitled "Assessment of Reading
Comprehension: Case of EFL students" is original and part of my
previous research about assessment of reading comprehension skills.
Bibliography
Airasian, P.Westward. (1994). Classroom Assessment , (2nd edition). New York:
McGraw.
Andeson, N.J. (1999). Exploring 2d Language Reading: Issues and
Strategies. Boston: Heine and Heinle.
Black, P., & Westwardilliam, D. (1998). Assessment and Courseroom Learning.
Assessment in Teaching: Principles, Policy and Do, v(1): 7, 74.
Black, P.J. (1995). Can Teachers Use Assessment to Improve Learning?
British Journal of Curriculum and Cess, 5(two): 5 – eleven.
Carr, J.F., & Harris, D.E. (2001). Succeeding with Standards
LinkingCurriculum, Assessment, and Activity Planning. Alexandria:
Clan for Supervision and Curriculum Development.
Gardner, R. C. (1974). Effects of attitudes and motivation on student
stereotypes. Alberta Journal of Educational Research, xx, 270-277.
Gipps, C. (1994). Beyond Testing: Towards a Theory of Teaching Assessment.
London: The Falmer Press.
Grabe, W. (1991). Current Evolution in Second Linguistic communication Reading
Inquiry. Tesol Qurterly, 25(three): 375-406. DOI: 10.2307/3586977
Hedge, T. (2000). Instruction and learning in the language classroom . Oxford:
Oxford University Press.
Mc Donough, J., & Mc Donough, S. (1997). Research Methods for English
Linguistic communication Teachers. London: Arnold.
Nunan, D. (1991 ) . Language Pedagogy Methodology: A Textbook for Teachers.
Hemel Hempstead: Prentice Hall International.
Palomba, C.A., & Banta, T.Westward. (1999). Assessment Essentials: Planning,
Implementing, and Improving Assessment in Higher Education. San
Francisco: Jossey-Bass.
Polit, D.F. (2001). Essentials of nursing enquiry: Principles and methods.
Philadelphia: Lippincott Williams &Williams.
Sally, B., & Katie, H. (2008). How to Teach for Exams. UK: Longman.
Susan, M., et al. (2005). How to Assess Student Functioning in Science: Using
Classroom Assessment to Raise Learning. (1st edition). Carolina:
SERVE Center.
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8(1), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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Urquhart, South., & Weir, C. (1998). Reading in a 2nd Language: Process,
Product, and Practice. London: Longman.
Weir, C.J. (2005). Linguistic communication Testing and Validation: An Testify-Based
Approach. England: Palgrave Mac Millan.
Appendices
APPENDIX ane
Students' Questionnaire
Dear students,
Yous are kindly requested to answer the post-obit questions. This
questionnaire aims at gathering data almost your views apropos
the reading comprehension assessment. It, besides, aims to requite you the
opportunity to show your wants and preferences.
.Full Name: …………………………………………
.Historic period: ..... ……………………………………….....….
.Year: ………………………………………..........…
.Schoolhouse: ………………………………….........……..
1. How long take you been learning English?
07years 08 years 09 years more
ii.Do you think that reading is an of import skill?
Yes
No
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………..
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
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3. How practice you notice the reading textile in form?
skilful Interesting complicated
iv.Practice you retrieve assessment is essential to your learning?
Aye
No
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………..
five. How do you lot feel when y'all are assessed?
At ease bellyaching Stressed
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………..
6. How exercise you desire to exist assessed?
Tests and exams Homework Continuous classroom activities
Projects
Delight justify your respond:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………
vii. Does assessment develop your reading comprehension skills?
Yeah No I practise not know
Justify:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………
Habib, One thousand. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
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8.What kind of tasks practice your teachers apply in assessing your reading
comprehension?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………….
9. Please, state your opinion most the assessment of reading
comprehension in the classroom.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………
Habib, M. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Cess of Reading Comprehension
Madani HABIB
145
APPENDIX two
Teachers' Questionnaire
Dear teachers,
You are kindly requested to respond the following questions
related to the assessment of your learners „reading comprehension skills.
You are also requested to give your proposals and suggestions about the
approaches and the strategies which are used to assess reading.
Total Proper name: …………………
Gender: ……………………
1. How long take you been education English?
Years
iii. What are the advantages of assessment?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………
4. What kind of assessment tools practise you prefer?
A-Tests
B-Classroom activities
C-Project
D- Multiple tools
East-Portfolios
v. What test techniques do y'all apply to assess reading comprehension?
Habib, Thou. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/ten.18662/rrem/2016.0801.08
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A-Multiple choice questions
B-Filling the gaps activities
C-Asking the learners to write summaries
D-Request the learners to explain and hash out the main idea
East-Focusing on the reading comprehension questions
F-Focusing on words‟ meanings
6. When you assess reading comprehension, what kind of difficulties and
obstacles do your learners more often than not run across?
A-Lack of motivation in class
B-Lack of the reading fluency
C-Lack of vocabulary and comprehension
Others:…………………………………………………………………
………
7. Exercise y'all use the assessment results in designing your courses?
Yes Sometimes Never
Please, justify your answer:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………….
8. As a teacher of English, what techniques do y'all suggest for assessing
the reading comprehension skill?
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………….
................................................................................................................................
Cheers so much for your help.
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
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Biodata
Assistant professor PhD Madani HABIB
I am Madani Habib, assistant professor of English
at the section of English at the University of
Tiaret in People's democratic republic of algeria. At the aforementioned time, I am conducting
a doctoral research at the University of Tlemcen in
Algeria. I am interested in education English as a
foreign linguistic communication at university level. Particularly, I am interested in
educational activity the English language language skills including grammar, reading,
speaking, writing, and listening.
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(one), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
... Ciertamente, la comprensión es un proceso cognitivo muy complejo, como el proceso de medición de la comprensión lectora también lo es (Fletcher, 2006). Sin embargo, se ha medido a través del tiempo por diferentes técnicas: entre las más conocidas y utilizadas se mencionan las de Opción múltiple, Preguntas verdadero-falso, Cuestionario, Preguntas abiertas, Recuerdo libre, Cloze o Resumen (Habib, 2016;Ibáñez, 2012;Pérez, 2005;Rupp, Ferne & Choi, 2006). ...
... La evaluación, a su vez, es una práctica pedagógica ineludible en el proceso de enseñanza aprendizaje. Pero usualmente se utiliza para reorientar las actividades de enseñanza y reconocer el grado de aprendizaje de los alumnos (Habib, 2016), no obstante, poco se percatan de las habilidades y estrategias que los alumnos tienen para comprender un texto escrito. ...
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![Eugenio Elías León Islas]()
- Marisol May López
- Jorge Antonio Chi Tamay
El objetivo de esta investigación fue analizar el nivel de comprensión de lectura y medición de fluidez en universitarios de origen maya. La muestra se conformó de xxx alumnos, 19 hombres y eleven mujeres. Del total, 36.7% es bilingüe y 63.3% únicamente habla castellano. La media en edad es 20.53 años. Todos cursan el primer semestre de universidad. El nivel de comprensión de lectura se mide mediante un texto de 699 palabras. Se utilizó el coeficiente de correlación lineal. Se obtuvo un coeficiente de r = .862 entre la velocidad de comprensión lectora y la fluidez. Se obtuvo, además, un coeficiente de correlación de r = -.864, entre la fluidez en la lectura y el tiempo de lectura. El idioma de los sujetos no influye en el nivel de comprensión y fluidez. El género influye en el nivel de comprensión, pero no en la fluidez.Recibido: 28 de agosto de 2018Aceptado: 26 de diciembre de 2018
... Specific reading comprehension activities can exist introduced in the EFL classroom in club to know how well students are able to empathise a text. A reading comprehension cess should be based on rational criteria and useful measures (Habib, 2016), who suggested the following assessment questions: Aye-No questions, True-Imitation questions, Matching, WH questions, Open up-Concluded questions, Multiple-Choice questions, Gapped text, and Proofreading. ...
- Luis Eduardo Prado-Yépez
- Walter Santiago Mayorga-Benavides
-
![Miguel Roman]()
- Magali Janeth Arévalo-Arteta
El siguiente estudio de investigación bibliográfica está orientado a presentar una revisión de la influencia del método de aula invertida en la comprensión lectora y producción oral en el idioma inglés. Este método demuestra brindar mejores oportunidades para que los estudiantes maximicen su aprendizaje en el aula de English every bit a Foreign Language / English equally a Second Language, especialmente en lo que respecta al desarrollo de su pensamiento crítico, niveles de comprensión lectora, desarrollo de la fluidez lectora y motivación, también les brinda a los estudiantes más oportunidades para participar en clase, les ayuda a aumentar su confianza en sí mismos y un efecto positivo en la capacidad de comunicación oral en inglés de los participantes. Además, el desarrollo de la fluidez lectora es key para que los estudiantes obtengan información para mejorar su comprensión lectora y su rendimiento oral. Finalmente, los hallazgos de los artículos revisados indican una influencia positiva de la implementación del método de aula invertida en estudiantes de English equally a Foreign Language / English as a 2d Language.
... In other words, this kind of cess should be 12 considered as a comprehensive approach that is tailored to the objectives of the classroom instruction. Indeed, reading comprehension is a complex procedure that gathers several inseparable skills which require sufficient fourth dimension and then as to be perfectly taught and assessed (Habib, Thousand. 2016). ...
-
![Mostafa Sadik Khaleel]()
- Khaleel خليل
- صادق حامد مصطفى
Testing Reading Comprehension Skills. A report newspaper submitted to the University of Karbala. College of Teaching, English department about assessing students reading skills. Annotation: Please cite equally: Mostafa Sadik (2020). Testing Reading Comprehension. University of Karbala. Higher of Teaching, English language department. DOI: 10.13140/RG.two.2.26720.71687
-
![Paul J Black]()
This article discusses two dissimilar purposes of cess: formative assessment is designed to back up pupils' learning, whilst summative cess is designed to review what has been learnt, perchance to record it in certificates or diplomas. Determinative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the instructor's plans tin can be matched to the learning needs of the pupils. Teachers who are accepted to only telling pupils, rather than engaging them in dialogue, find it difficult to change. Pupils also have to modify from passive reception to agile engagement in the learning. Formative work tin can be undermined if pupils or teachers are worry as well much nearly summative tests; such worry can lead them to focus entirely on practising for the tests and not on the expert habits of learning which would in fact be the best training for doing well in them.
-
![William Grabe]()
Both reading inquiry and practice have undergone numerous changes in the 25 years since TESOL was starting time established. The final decade, in particular, has been a fourth dimension of much showtime and second linguistic communication research, resulting in many new insights for reading instruction. The purpose of this article is to bring together that inquiry and its implications for the classroom. Current reading research follows from certain assumptions on the nature of the reading process; these assumptions are reviewed and full general perspectives on the reading procedure are presented. Specific attending is then given to interactive approaches to reading, examining research which argues that reading comprehension is a combination of identification and interpretation skills. Reading research in second linguistic communication contexts, however, must as well take into account the many differences between L1 and L2 reading. From the differences reviewed hither, it is evident that much more second language reading research is needed. Five of import areas of electric current research which should remain prominent for this decade are reported: schema theory, language skills and automaticity, vocabulary development, comprehension strategy training, and reading-writing relations. Implications from this research for curriculum development are briefly noted.
- P W Airasian
Airasian, P.Westward. (1994). Classroom Cess, (2 nd edition). New York: McGraw.
Source: https://www.researchgate.net/publication/304528118_Assessment_of_Reading_Comprehension
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