How Can I Assess My Child's Reading Level
Cess of Reading Comprehension
Abstract and Figures
This study attempts to shed light on the concept of assessment every bit an essential pedagogical practise for the comeback of the teaching-learning process. Particularly, 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 actually reveal students' reading comprehension abilities and needs. Moreover, this paper aims to illustrate the types and the advantages of cess for both teachers and learners. More chiefly, this study tries to bring equitable testify of how reading comprehension can be adequately assessed. The findings showed that assessment of reading comprehension is central to English language teaching every bit information technology provides teachers with essential data about students' weaknesses, needs, obstacles, and deficits. Thus, teachers tin implement the appropriate techniques and use the cess results to meliorate their classroom teaching and enhance the learning abilities.
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Revista Românească pentru
Educaţie
Multidimensională
201vi, Volume 8, Event 1, June, pp. 125-147
Cess of Reading Comprehension
Madani HABIB
Doi : http://dx.doi.org/x.18662/rrem/2016.0801.0viii
Covered in:
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How to cite: Habib, Thou. (2016). Assessment of Reading Comprehension . Revista Romaneasca pentru Educanecktie
Multidimensionala, viii(1), one25 -147 . doi: KWWSThou[GRLRUJ10.18662/rrem/2016.0801.08
DOI: ten.18662/rrem/2016.0801.0eight
125
Assessment of Reading Comprehension
Madani HABIBi
Abstruse
This written report attempts to shed light on the concept of cess as an essential
pedagogical practice for the improvement of the teaching-learning process. Particularly,
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
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 testify of how
reading comprehension can exist adequately assessed. The findings showed that
assessment of reading comprehension is central to English 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 amend their classroom pedagogy and enhance the
learning abilities.
Keywords
cess, reading comprehension, EFL classrooms.
1 Assistant Professor PhD, department of English, University of Tiaret, Algeria.
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
Revista Romaneasca pentru
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126
one. Introduction
Assessment is viewed every bit ane of the vital pedagogical practices to
both pedagogy and learning. It entails a sum of instruments and
techniques which are used in classrooms and help teachers accurately
ascertain their learners‟ needs and competencies. In other words, it is a
pedagogical and instructive activity needed to gather information nigh
learners so equally to properly identify their strengths and weaknesses.
Broadly speaking, assessment offers opportunities for teachers to
pinpoint their instruction goals and to know the extent to which the
expected goals are attained. Substantially, it renders the teaching-learning
procedure more effective and reliable as teachers can adapt their
teaching and link information technology to the assessment results and student‟southward needs. In
other words, assessment is an essential component of classroom
educational activity that is designed to observe students‟ weaknesses and demands
in any learning subject field. Accordingly, teachers tin brand the right
decisions and provide constructive feedback to their learners.
More importantly, classroom assessment should entail effective
techniques and tools that vary according to the teaching subjects and
grades. Certainly, it needs to relate to the previously offered courses
because it should aim to maximize and enhance students‟ skills and
abilities. Actually, it is aimed to reveal what students accept grasped and
what they still need to learn.
As for the cess of reading comprehension, information technology involves
several methods and procedures that are intended to brandish how
adequately leaners are able to read, comprehend, interpret, and analyze
different types of texts. In this respect, specific reading comprehension
activities can exist introduced in the EFL classrooms in lodge to know how
well students are able to build a audio text‟southward understanding. Certainly,
reading comprehension assessment should be based on rational criteria
and useful measures.
ii. Assessment Divers
Assessment is seen as the exercise of detecting and defining the
students‟ cognition, understandings, abilities, and skills. Information technology is a
classroom activity used to stimulate learning by collecting data and
offering constructive feedback (Black &William, 1998). In other words,
cess is the procedure of knowing about how students are
progressing in their learning to make the correct decision in designing and
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
Assessment of Reading Comprehension
Madani HABIB
127
planning classroom instruction. In this sense, it is defined past Palomba
and Banta as followdue south:
Assessment is the systematic collection, review, and apply of information
about educational programs undertaken for the purpose of improving learning
and development.
(Palomba and Banta , 1999 : 4)
Definitely, collecting data near students, analysing show, and
refining instruction are cess stages by which teachers can increment
the learning outcomes.
Mostly speaking, assessment is considered as a task which
consists of a set of activities that teachers and learners carry out to get
information that tin can be used diagnostically to correct both education and
learning (Black & William, 1998). Co-ordinate to Carr and Harris
(2001:35): "
Assessment is an integral part of education…effective
classroom assessment is relevant to firsthand learning."
Cer tainly , classroom assessment is connected to teaching and
learning for it heightens the quality of instruction and raises the students
„attainments. In do, assessment depends on different means to
make the students truly reveal what they take acquired and what they
still need to develop. This can exist washed through gathering information
through tests and exercises, providing useful feedback, setting sound
classroom activities, and weaving the instruction co-ordinate to students‟
needs. The following figure describes the process of assessment:
Effigy 1. Classroom Assessment Cycle (Susan et al, 2005: iii)
Habib, G. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(one), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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128
This cycle shapes the classroom assessment procedure which
focuses on enhancing students‟ performance. It denotes that cess
comprises four fundamental steps: clarifying the learning objectives, gathering
information in a variety of ways, scrutinizing cess data, and
adjusting education. Indeed, teachers should utilise the bear witness to
monitor progress, increase performance, and amend instruction.
Besides, assessment involves the process of evaluating, mark,
and grading students‟ operation. It is viewed as a method of
collecting, synthesising, and interpreting data in order to
diagnose students‟ problems, to judge their academic performance, to
plan classroom education, and to respond to students‟ needs (Airasian,
1994). In brief, assessment is divers as being diagnostic, determinative, and
summative. These three components are united states of americaed together to help both
teachers and learners determine what should exist done to enhance the
didactics input and the learning outcomes.
iii. Cess VS Evaluation
Assessment is a classroom activity conducted to proceeds information
and to offer a valuable feedback so as to amend teachers‟ teaching
and students‟ learning achievements. Information technology includes learners‟ response which
helps the instructor know about their learning needs and abilities.
In dissimilarity, evaluation is understood every bit a process of using tests‟
techniques and other measures to estimate the students‟ attainments for the
purpose of grading, ranking, and reporting. In other words, it is a
summative action which occurs through exams or quizzes at the stop of
a term or a year and ends upwards with ranks and marks.
iv. Types of Assessment
Cess can exist conducted for different purposes. In fact,
there are three main types of assessment which occur in different times,
at different levels, and in dissimilar forms to accomplish multiple
purposes.
4.one. Diagnostic Assessment
Diagnostic assessment is the process of diagnosing learners‟
strengths and weaknesses in the very offset of a foreign language
grade. It greatly facilitates teachers‟ task to tailor instructions, meet the
Habib, Grand. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(one), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
Madani HABIB
129
learners needs, and helps them program classroom activities appropriate for
their level.
Certainly, teachers use this type of assessment to reveal students‟
abilities in a item skill or a programme. It identifies for both
teachers and learners the needs and demands that should be met in any
area of knowledge. The strengths lead to a formal consideration and
should be explored in addressing the weaknesses.
More often than not, diagnostic assessment occurs when learners motility to a
new learning plan. Information technology happens at the beginning of a course or a
programme in order to develop plans and make links and then equally to prepare the
next steps. It is, in some other sense, a holistic process during which a
pic should be congenital upward about the individual‟south achievements, interests,
skills, and wants. This evidence can be translated to teaching practices
and used for planning the courses that all-time suit the learners. Moreover, it
helps teachers to identify the goals and to cull the techniques and the
strategies that enable them to reach these goals.
Additionally, diagnostic assessment securely looks at the specific
needs of learners as the diagnostic feedback needs to be descriptive and
interpretable so that it can help learners take deportment to close the gap
betwixt their current competency level and their desired learning goals
(Black & 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 formative assessment.
four.ii. Formative Cess
Determinative assessment tin can be referred to as continuous,
interactive, and dynamic. It occurs and should be carried out in ways that
help learners brand a real progress in their learning. It 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 assessment criteria with learners.
The distinguishing characteristic of formative assessment is that
its evidence is used past both teachers and learners (Black 1995). This
means that information technology aims at knowing nearly how learners are progressing and
where they are having troubles. It also helps teachers to make the
necessary instructional adjustments so as to offer more opportunities to
do.
Habib, Yard. (2016). Assessment 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
teaching, measuring outcomes, and giving useful feedback. Actually, it
includes the process of appraising, judging, or evaluating students‟ work
or performance and using this to shape and amend students‟
competence (Gipps, 1994).
That is to say, formative assessment is a procedure westhich requires
adept teachers who can amend elicit and interpret information for the
interest of their learners to improve both the teaching and learning
strategies. It is characterised by its progressive nature as information technology can happen at
any period of time. Information technology, besides, can be planned or unplanned, proactive or
reactive, formal or informal. Equally for informal assessment, information technology is a manner of
collecting information near learners‟ performance in normal classroom
conditions. This tin can be done without establishing test conditions every bit it is
washed over a period of fourth dimension. In contrast, formal assessment is carried out
through tests which are used to find out nigh the learners‟ suitability to
follow a form of a report and to know how learners are progressing in
order to identify trouble areas. Through tests teachers can know how
much learners have learned during the course or during the academic
year.
A mutual misconception is held past teachers and learners alike,
is that a test is something which is done at learners rather than
something which is washed by 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
procedure of continual reflection by making clear judgements about the
learning gains.
four.iii. Summative Assessment
While formative assessment is for learning, summative
cess is of learning. It provides prove of what learners got at the
end of a specific term of learning. Furthermore, it marks the important
stages of learners‟ development and should exist formally recorded in the
course of scores and marks. More chiefly, it should be planned in
accelerate and then that learners tin can have enough fourth dimension to fix themselves
and gain confidence in whatsoever surface area they are assessed in or nigh. In
add-on to this, it is generally used to discover what a learner has
accomplished during the program of the study. It is carried out at or towards
the stop of the course for the sake of knowing if learners have caused
Habib, Chiliad. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(one), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Cess of Reading Comprehension
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131
the target skill asouthward it gives an overall picture of learners‟ performance. The
following table illustrates the difference between determinative and
summative assessment:
Table 1. Some Distinguishing Features of Formative and
Summative Assessment.
-is prepared and carried out by
the class teacher as a routine
office of education and learning.
-is specifically related to has
been taught ,i.eastward. content is in
harmony with what has been
taught.
-the information from the
assessment is used
diagnostically; it is focused on
the individual learner‟due south 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
tape-ke eping and exist used for
administrative purposes , eastward.k.
checking standards and targets.
-is frequently externally imposed,
eastward.g. by in institution or a ministry
of instruction.
Actually, formative assessment is related directly to students‟
learning progress adue south it aims at providing effective feedback according
to their weakness and needs. However, summative cess is
concerned with the measurement of the final achievements and levels.
In the form of tests or exams, summative assessment aims at
raising the standards of learning equally it indicates the extent of success and
the points of failure. It is carried out at the end of a menses of instruction
and so that to make clear judgements about where learners are successful and
where they are not in whatsoever area of knowledge. In short, the nearly powerful
bear witness of learners‟ progress is provided when teachers combine data
from pre-tests and post-tests and provide a summative cess.
Habib, One thousand. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
eight(i), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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v. Reading Comprehension Divers
Reading comprehension is not only a process of decoding texts
and edifice a particular agreement. It can be viewed equally a procedure
which involves skills and strategies by which the reader reconstruct
equitably the message encoded by the author. Grabe describes reading
equally:
An active procedure of comprehending where students need to
be taught strategies to read more efficiently ( e.g. guess from
context, define expectations, make inferences nearly the text,
skim ahead to make full in the context, etc ).
(Grabe, 1991:377)
That is to say that reading comprehension is a alloy of
identification and construal skills. In fact, it is an interactive procedure
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 theast meaning and the ideas entailed in this text.
According to Urquhart and Weir (1998: 22): «
Reading is the
process of receiving and interpreting data encoded in
language form via the medium of impress».
This ways 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. Besides, Anderson (1991) views reading as an dynamic fluent
procedure which involves the reader and the reading materials in building
significant.
In addition, reading can be viewed as a receptive skill in
understanding the words in a written class. Information technology is believed that
understanding the purpose of someone is not but in spoken grade but
likewise in reading. Reading is the side by side step in writing because through it
learners can understand what someone wants to talk something.
According to Nunan (1991:70): "
Reading is a dynamic process in
which the text elements interact with other factors outside the text,
in this case most particularly with the reader'southward knowledge of
content of the text".
That is to say that comprehension does not chronicle
only on the text content, but besides on the reader‟southward own literacy and
experience. According to Hedge (2000), in club to brand sense, learners
need to combine the following types of noesis:
Habib, K. (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
Assessment of Reading Comprehension
Madani HABIB
133
- Syntactic knowledge: knowing the functions of verbs, nouns,
articles, modals, etc.
- Morphological knowledge: knowing well-nigh words formations
including prefixes, suffixes, morphemes, etc.
- Genre knowledge: knowing most texts‟ types and genres such
as scientific and literary genres.
- General world knowledge: this includes groundwork
cognition, topic knowledge, and sociocultural knowledge
nearly 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 need to decode words, relate
sentences, and use their groundwork knowledge then that they tin attain
an appropriate text comprehension.
6. Enquiry Aims
Assessing reading comprehension skills is an integral role of the
English language instruction. Therefore, this paper tries to show and
explain how reading comprehension can be successfully assessed and to
display the methods and the ways that can exist used in this kind of
assessment. Moreover, this research aims to detect the main difficulties
and the obstacles that hamper students‟ text comprehension.
7. Research Methodology
In this study, ii broad approaches of inquiry were used:
qualitative research method and quantitative enquiry method .As for the
qualitative research method, it is favored by 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 enquiry normally gathers observations,
interviews, field data 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 enquiry method, it is an
approach which is preferred by the fundamental sciences. In fact, information technology
involves the construction of hypotheses that tin can exist measured by
Habib, M. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
eight(one), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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134
gathering show and evaluating it in an experimental fashion .It is based
on statistical analyses of large volume of data.
This research was conducted in the grade of case study. The main
enquiry instruments in this report have been questionnaires .Ane of
these questionnaires was designed to elicit the views of thirty students
from Bouguirat Secondary School. The students‟ questionnaire entails
questions that sought to kather information about learners‟ attitudes, behavior, and
needs. The focus of the st udents‟ questionnaire is to achieve an overview
and to find out a articulate information about the cess of reading
comprehension skills.
The second questionnaire was devoted to ten EFL teachers from
different secondary schools .This questionnaire entails questions that
aimed to collect teachers‟ opinions, worries, and proposals nigh the
cess of reading comprehension.
eight. Sample Population
The informants are considered as the most important elements
of any research work. Co-ordinate to Gardner (1974), population is a
group of individuals who share common characteristics. Polit (2001)
defines population every bit an assemblage of cases that meet specific criteria.
In this written report, the researcher involved two groups of participants; EFL
teachers and secondary school students.
The starting time group of informants entails x EFL teachers from
different secondary southwardchools. Seven of them are females and 3 are
males. Most of them have taught English for more than than five years. The
2nd group of informants involves thirty students from Bouguirat
Secondary School. Twenty of them are females and ten are males. Their
age is between 18 and 20. They were randomly selected in order to make
the research more reliable and objective.
9. Main Results Interpretation
The results revealed that the majority of learners are aware nearly
the importance of assessment in improving their reading comprehension
as they contend that information technology helps them find their real abilities. Some of
them experience the stress whenever they are assessed. In this respect, the fact
that tests or exams cause fear to learners cannot exist considered every bit a
severe problem but every bit a natural case. As a solution, teachers tin prepare
learners for assessment in order to help them overcome their fright and
Habib, M. (2016). Cess of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
8(ane), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
Madani HABIB
135
hesitation. Moreover, they can create a suitable atmosphere by guiding
and advising their learners. In this regard, it is necessary to avert the
cess tools that disturb learners and do not lead them to
demonstrate their truthful abilities. Therefore, information technology is useful to enquire them most
their preferable assessment means. The students showed their
preferences of the continuous classroom activities every bit useful cess
tools. This is due to the fact that this strategy does not impose test
conditions and help students learn without fear or stress.
Undoubtedly, introducing simple classroom activities is an
constructive 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 tin can modify and improve their
instruction according to the cess results and learners‟ needs.
Furthermore, although they are considered as evaluation tools, tests and
exams are essential ingredients to any assessment procedure because they
lead learners to consider the importance of learning and increase their
seriousness to be committed to achieve amend results. In addition,
assessing learners through tests and exams make them stand at their
levels and motivate them to go across these levels by making more
efforts to attain college ones.
Notwithstanding, in assessing reading comprehension, near of the teachers
use multiple exam techniques in lodge to have a articulate view about their
learners‟ capacities. In this respect, multiple choice questions, gaps filling,
comprehension questions, and writing summaries are the mostly used
activities.
Really, the application of multiple strategies in the continuous
assessment offer to both teachers and learners the essential data
most the level of comprehension that learners are able to reach and assist
them to notice the weaknesses, the difficulties, and the obstacles of
learners. In this concern, many of the informants mention several types
of reading comprehension difficulties that are ofttimes faced by the
students. The chief obstacle that causes reading failure, according to
EFL teachers, is that learners do not possess enough and adequate
vocabulary noesis that helps them achieve a good text
understanding.
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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ten. Summary of the Main Results
This study revealed that cess of reading comprehension is
a vital teaching activeness which can be conducted for the do good of both
teachers and learners. Certainly, it involves a number of methods and
strategies that impulse students to disclose their learning skills to their
teachers. Likewise, it makes learners aware about their weaknesses and
strengths and helps them to seek the solutions to improve their reading
comprehension skills.
According to the results, cess 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 important for this type of
assessment in order to address students‟ texts comprehension. According
to the responses, most teachers utilize activities that include multiple-pick
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 offer valuable teaching to come across their
needs. Besides, it helps students to discover their competencies and leads
them to seek useful ways to improve their own learning.
Finally, it is worthy to note that learners and EFL teachers gave
important proposals and views concerning the procedure of assessment
and put their recommendations about the role of assessment in
enhancing the whole teaching-learning process.
11. Recommendations for Assessing Reading
Comprehension
In order to assess reading comprehension, teachers should use
several methods and no single technique can truly measure students‟
reading skills. A reading comprehension exam may subsume activities such
every bit: gap filling, short questions, multiple selection questions, truthful or false
questions, and yes-no questions.
The advantages of using brusque-respond questions based on a
reading passage in testing reading comprehension is that the answers
should be sought and expressed by the learner rather than being offered.
This can ease the testing at higher gild skills, such as interpretation and
evaluation, and gives the assessor the opportunity to assume reasonably
Habib, Chiliad. (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
Assessment of Reading Comprehension
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that the learner truly put the reply for no reason other than he has
actually comprehended the text .
The principal goal of reading comprehension tests is, according to
(Weir, 2005), to measure reading mastery without stressing grammar or
spelling. Nonetheless, in assessing reading, failure to take errors in language
use into consideration may lead 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 only also the factors that facilitate or impede this
comprehension .
In order to really check students‟ comprehension of texts,
diverse types of questions should be used. In fact, approaches to the
evaluation of reading comprehension have tried to innovate interactive
activities and tasks .The utilize of questions isouth an integral office of these
activities and well-designed questions would help learners ameliorate interact
with the text to build up pregnant. Indeed, a combination of
comprehension activities helps learners reply to various types of
comprehension. There are numerous methods and forms of reading
comprehension tasks that can be used in assessing students‟
comprehension and stimulating their understanding of a text. These
techniques may take formal or breezy forms. Sally and Katie (2008 )
state some of these tasks:
11.1. Yes-No Questions
These are questions that should be answered with either aye or
no. However, teachers are recommended to follow upwardly these questions by
other types of questions to brand certain that students accept understood the
text equally Aye/No questions can be answered correctly by chance.
11.2. True or False questions
This is another blazon of a reading test that is familiar to virtually
learners .It consists of a text accompanied past a serial of statements.
Learners demand to decide and mention whether the given statements are
true or faux co-ordinate to the text.
This kind of reading comprehension questions provides learners
with a set of sentences or statements. For answering these questions,
learners are required to read the text and discover the true and the false
statements without giving answers in a complex written response .They
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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are good activities for memory of literal details in the text simply they are
limited in assessing specific comprehension skills such as making
inferences and meanings. More importantly, teachers should not rely
exclusively on them because, like Yes/No questions, learners can give
right answers by chance without knowing why these answers are right.
True or Faux questions need to be advisedly designed because the
imitation answers should target the potential misunderstandings of a text.
As well, the imitation answers that sound plain wrong do non help
teachers assess learners‟ comprehension because learners do non need to
understand the text to recognize them as incorrect.
11.3. Matching
This type is probable 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 1 matching job
in their tests.
For doing a matching chore, learners need to choose from a listing of
prompts. These prompts may be statements, headings, or question
completion .For instance, learners can be asked to match a description to
the appropriate paragraph, or to match words and phrases to their
meanings.
11.4. WH questions
Wh questions are questions that begin with Wh such equally: "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 as the
ability of learners to make inferences from the text .In fact, learners are
asked different questions for the reason of testing their memory and
their comprehension of the text .However, it is important to mention
that this form 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/x.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
Madani HABIB
139
11.6. Multiple-Choice Questions
This blazon of the reading chore is the most familiar to learners. It is
composed of a text which tin can be of any type accompanied by one or
more than multiple choice items. These choices may be in the class of
statements, a question with answers, or incomplete statements with a
pick of phrases or words .More often than not, at that place are three or 4 options
and merely one of them is the right one .It is of import to have statements
respective to specific paragraphs or sections of the text, but in that location
may be statements that assess comprehension of the whole text .
Developing a good multiple-choice question needs a conscientious
consideration. In fact, a question with four choices works all-time for
learners with low proficiency in the target language, and one of the four
choices should sound the right and the desiblood-red answer. Literal
comprehension can exist checked more effectively by the utilize of multiple-
choice questions. Likewise, they can also be used for prediction and
evaluation. However, these questions need to exist followed by other
activities to make learners explain their choices.
Generally, this type of questions may have one right answer
when information technology targets the literal comprehension. Actually, a multiple-choice
format with "wh" question is easier than no-selection "wh " question
considering it pushes learners to cheque the text to know if whatever of the choices
are discussed.
11.vii. Gapped Texts
This kind of reading comprehension test includes texts or
diagrams from which single words, phrases, sentences, or paragraphs are
deleted .These filling the gaps tasks tin also exist used in testing grammar
and vocabulary.
In some tasks, learners have to decide what should make full 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 task that can exist used in testing or assessing
learners‟ reading skills. It tin can be applied to all types of texts and can be
included in lower-level exams and for learners with depression-level
performance.
Habib, G. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
viii(1), 125-147. doi: http://dx.doi.org/x.18662/rrem/2016.0801.08
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140
xi.8. Proofreading
This kind of tasks includes deliberate errors or mistakes of
unlike types in the text provided. Despite the fact the proofreading
activities brand part of grammer and vocabulary tests, they can too be
used in reading comprehension assessments .In fact, the texts can be of
any type and, in most cases, is formed of numbered lines .Some lines
may involve an extra, or a misspelt word, or an error of punctuation,
while the other lines are right .At this level, learners demand 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 improve the pedagogy-
learning process by providing copious opportunities for learners to
discover their weaknesses and to heighten their learning standards. This tin
be reached by linking assessment results to classroom instruction and by
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 about the
process of cess and specifically focused on reading
comprehension as an essential skill in English language teaching. In fact,
it showed that teachers need to appraise this skill accurately and adequately
in guild to get a clear view about their lea rners‟ needs. Therefore, the
assessment practices should depend on clear criteria and then as to indicate and
inform perfectly both teachers and learners near their achievements.
As far every bit reading comprehension is concerned, at that place is an
increasing demand for thoughtful and acceptable cess plans that
include appropriate methods and useful tools that determine the learners‟
needs and assistance them sympathise the expectations of their learning. In
other words, this kind of assessment should exist considered as a
comprehensive approach that is tailored to the objectives of the
classroom educational activity.
Indeed, reading comprehension is a complex process that gathers
several inseparable skills which crave sufficient time and so as to be
perfectly taught and assessed.
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
Assessment of Reading Comprehension
Madani HABIB
141
Acknowledgment
I acknowledge that this paper entitled "Assessment of Reading
Comprehension: Instance of EFL students" is original and office of my
previous inquiry well-nigh assessment of reading comprehension skills.
Bibliography
Airasian, P.W. (1994). Classroom Cess , (2nd edition). New York:
McGraw.
Andeson, North.J. (1999). Exploring 2d Linguistic communication Reading: Issues and
Strategies. Boston: Heine and Heinle.
Black, P., & William, D. (1998). Every bitsessment and Graderoom Learning.
Cess in Didactics: Principles, Policy and Practice, 5(1): 7, 74.
Blackness, P.J. (1995). Can Teachers Use Assessment to Improve Learning?
British Journal of Curriculum and Cess, v(2): 5 – eleven.
Carr, J.F., & Harris, D.E. (2001). Succeeding with Standards
LinkingCurriculum, Assessment, and Action Planning. Alexandria:
Association for Supervision and Curriculum Evolution.
Gardner, R. C. (1974). Furnishings of attitudes and motivation on educatee
stereotypes. Alberta Journal of Educational Enquiry, 20, 270-277.
Gipps, C. (1994). Beyond Testing: Towards a Theory of Education Assessment.
London: The Falmer Press.
Grabe, W. (1991). Current Development in Second Linguistic communication Reading
Inquiry. Tesol Qurterly, 25(3): 375-406. DOI: 10.2307/3586977
Hedge, T. (2000). Educational activity and learning in the language classroom . Oxford:
Oxford University Printing.
Mc Donough, J., & Mc Donough, Due south. (1997). Research Methods for English
Language Teachers. London: Arnold.
Nunan, D. (1991 ) . Language Teaching Methodology: A Textbook for Teachers.
Hemel Hempstead: Prentice Hall International.
Palomba, C.A., & Banta, T.W. (1999). Assessment Essentials: Planning,
Implementing, and Improving Assessment in Higher Education. San
Francisco: Jossey-Bass.
Polit, D.F. (2001). Essentials of nursing research: Principles and methods.
Philadelphia: Lippincott Williams &Williams.
Emerge, B., & Katie, H. (2008). How to Teach for Exams. UK: Longman.
Susan, M., et al. (2005). How to Assess Student Performance in Science: Using
Classroom Cess to Raise Learning. (onest edition). Carolina:
SERVE Center.
Habib, Chiliad. (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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Educaţie Multidimensională
142
Urquhart, South., & Weir, C. (1998). Reading in a 2nd Linguistic communication: Process,
Product, and Exercise. London: Longman.
Weir, C.J. (2005). Language Testing and Validation: An Prove-Based
Arroyo. England: Palgrave Mac Millan.
Appendices
APPENDIX i
Southwardtudents' Questionnaire
Honey students,
You are kindly requested to answer the following questions. This
questionnaire aims at gathering information almost your views concerning
the reading comprehension assessment. Information technology, also, aims to give you the
opportunity to bear witness your wants and preferences.
.Full Name: …………………………………………
.Historic period: ..... ……………………………………….....….
.Year: ………………………………………..........…
.School: ………………………………….........……..
1. How long have yous been learning English?
07years 08 years 09 years more
2.Do you think that reading is an important skill?
Yes
No
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………..
Habib, Grand. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
viii(1), 125-147. doi: http://dx.doi.org/10.18662/rrem/2016.0801.08
Assessment of Reading Comprehension
Madani HABIB
143
3. How do yous find the reading fabric in class?
skillful Interesting complicated
four.Practise you think cess is essential to your learning?
Yes
No
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………..
5. How do you feel when you are assessed?
At ease annoyed Stressed
Why?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………..
6. How do you desire to exist assessed?
Tests and exams Homework Continuous classroom activities
Projects
Please justify your reply:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………
7. Does assessment develop your reading comprehension skills?
Yep No I practice not know
Justify:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………
Habib, K. (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 do your teachers apply in assessing your reading
comprehension?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………….
9. Please, state your opinion about the assessment of reading
comprehension in the classroom.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………
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
Assessment of Reading Comprehension
Madani HABIB
145
APPENDIX 2
Teachers' Questionnaire
Love teachers,
You lot are kindly requested to answer the following questions
related to the assessment of your learners „reading comprehension skills.
Y'all are too requested to requite your proposals and suggestions about the
approaches and the strategies which are used to assess reading.
Full Name: …………………
Gender: ……………………
1. How long take you been teaching English?
Years
3. What are the advantages of assessment?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………
4. What kind of assessment tools do yous prefer?
A-Tests
B-Classroom activities
C-Projection
D- Multiple tools
E-Portfolios
five. What exam techniques practice you utilize to assess reading comprehension?
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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A-Multiple choice questions
B-Filling the gaps activities
C-Asking the learners to write summaries
D-Asking the learners to explain and discuss the principal idea
E-Focusing on the reading comprehension questions
F-Focusing on words‟ meanings
vi. When you assess reading comprehension, what kind of difficulties and
obstacles exercise your learners generally encounter?
A-Lack of motivation in class
B-Lack of the reading fluency
C-Lack of vocabulary and comprehension
Others:…………………………………………………………………
………
vii. Do you apply the assessment results in designing your courses?
Yes Sometimes Never
Please, justify your answer:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………….
8. As a instructor of English, what techniques practise you advise for assessing
the reading comprehension skill?
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………….
................................................................................................................................
Thank you and then much for your help.
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
Cess of Reading Comprehension
Madani HABIB
147
Biodata
Assistant professor PhD Madani HABIB
I am Madani Habib, assistant professor of English
at the department of English at the University of
Tiaret in Algeria. At the same time, I am conducting
a doctoral enquiry at the University of Tlemcen in
Algeria. I am interested in educational activity English as a
foreign linguistic communication at university level. Particularly, I am interested in
teaching the English linguistic communication skills including grammar, reading,
speaking, writing, and listening.
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca pentru Educatie Multidimensionala,
eight(1), 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 30 alumnos, 19 hombres y 11 mujeres. Del full, 36.seven% 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 united nations 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 be introduced in the EFL classroom in order to know how well students are able to understand a text. A reading comprehension assessment should be based on rational criteria and useful measures (Habib, 2016), who suggested the post-obit cess questions: Aye-No questions, Truthful-Simulated questions, Matching, WH questions, Open up-Concluded questions, Multiple-Choice questions, Gapped text, and Proofreading. ...
- Luis Eduardo Prado-Yépez
- Walter Santiago Mayorga-Benavides
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![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 every bit 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 fundamental 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 equally a Second Language.
... In other words, this kind of assessment 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 time and then as to exist perfectly taught and assessed (Habib, 1000. 2016). ...
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![Mostafa Sadik Khaleel]()
- Khaleel خليل
- صادق حامد مصطفى
Testing Reading Comprehension Skills. A report paper submitted to the University of Karbala. College of Education, English department nearly assessing students reading skills. Notation: Please cite as: Mostafa Sadik (2020). Testing Reading Comprehension. University of Karbala. College of Education, English section. DOI: ten.13140/RG.2.two.26720.71687
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![Paul J Black]()
This article discusses two different purposes of cess: formative assessment is designed to support pupils' learning, whilst summative assessment is designed to review what has been learnt, perhaps to tape information technology in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher's plans can be matched to the learning needs of the pupils. Teachers who are accepted to simply telling pupils, rather than engaging them in dialogue, observe it difficult to alter. Pupils as well have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry as well much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best grooming for doing well in them.
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![William Grabe]()
Both reading inquiry and exercise have undergone numerous changes in the 25 years since TESOL was starting time established. The last decade, in particular, has been a time of much first and 2nd language research, resulting in many new insights for reading instruction. The purpose of this article is to bring together that enquiry 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 general perspectives on the reading process are presented. Specific attention 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 2nd language contexts, however, must too accept into account the many differences between L1 and L2 reading. From the differences reviewed here, it is evident that much more second language reading inquiry is needed. 5 of import areas of current research which should remain prominent for this decade are reported: schema theory, linguistic communication skills and automaticity, vocabulary evolution, comprehension strategy training, and reading-writing relations. Implications from this research for curriculum development are briefly noted.
- P W Airasian
Airasian, P.W. (1994). Classroom Assessment, (2 nd edition). New York: McGraw.
Source: https://www.researchgate.net/publication/304528118_Assessment_of_Reading_Comprehension
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