Assessment of Reading Comprehension
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Madani Habib: Assistant Professor PhD, department of English, University of Tiaret, Algeria.
Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2016, vol. 8, issue 1, pages 125-147
This study attempts to shed light on the concept of assessment 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 importantly, this study tries to bring equitable evidence of how reading comprehension can be adequately assessed. The findings showed that assessment of reading comprehension is central to English language teaching as 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 instruction and enhance the learning abilities.
Keywords: assessment; reading comprehension; EFL classrooms. (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
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Persistent link: http://EconPapers.repec.org/RePEc:lum:rev1rl:v:8:y:2016:i:1:p:125-147
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