Reading Assessment: A Case Study of Teachers’ Beliefs and Classroom Evaluative Practices

Abstract

Research has revealed that teachers’ thinking processes highly influence their instructional and evaluative behaviors. Understanding teachers’ beliefs and theoretical orientations about reading are more than necessary to rethink reading instruction and assessment. The present paper reviews a case study conducted at the Department of English, Tlemcen University, Algeria. The study looked at teachers’ beliefs and theoretical orientations regarding reading assessment and its effect on EFL learners’ comprehension ability. It examines the correspondence between reading teachers’ theoretical orientations and classroom reading assessment. This study included 20 teachers and 120 students. Data collection procedures included questionnaires and classroom observations. Data analysis exposed the congruence between teachers’ beliefs about reading and classroom reading assessment. Moreover, standardized classroom reading assessment negatively impacted learners’ comprehension ability and reading motivation. The discussions underscored the importance of alternative reading assessment methods such as portfolios, which represent genuine and effective language learning strategies according to modern research.

Utilization of educational applications in assessing the reading skills of junior high school students

“…These are Format, Time, Score, Focus, Foundation, Reading difficulty, Reading text selection, the Main target of Reading, Reading material, and Reading comprehension. The documents were analyzed based on the reading assessment criteria adapted from Boubris and Haddam (2020) and Nation and Waring (2019). The response to the 10-item analysis is presented as follows: The responses were recorded, and document analysis revealed that the multiplechoice format was used by 7 participants and the Essay format was used by 3.…”

“…The implementation of the educational application in assessing students' reading in this study has demonstrated a reading assessment based on traditional assessment approaches with a focus on intensive reading. Traditional assessment approaches are considered helpful to make students understand the instruction from the text they have to read (Boubris & Haddam, 2020). According to Boubris and Haddam (2020), the reading represents a systematical and procedural approach to explaining certain aspects of reading, such as what it is, how it is taught, how it relates to other cognitive and perceptual abilities, and how it interacts with memory.…”

“…Traditional assessment approaches are considered helpful to make students understand the instruction from the text they have to read (Boubris & Haddam, 2020). According to Boubris and Haddam (2020), the reading represents a systematical and procedural approach to explaining certain aspects of reading, such as what it is, how it is taught, how it relates to other cognitive and perceptual abilities, and how it interacts with memory. Furthermore, the traditional assessment strategies are considered very objective, reliable, and valid (Dikli, 2003).…”

“…However, Hawanti (2014) conclude that teachers still believe in using a textbook for their English learning, including the traditional approach. Meanwhile, Boubris and Haddam (2020) found that several teachers might use evaluative practices to assess their students' reading skills based on teacher concepts. As a result, teachers still prefer to use traditional approaches rather than implement educational applications to assess students' reading skills.…”

ICLHE Task Design: Case of L1 Computer Science, Tlemcen University

“…Traditional assessments have faced criticism for being decontextualized, lacking authenticity, and having negative effects (Boubris & Haddam, 2020). One common drawback of traditional assessments is that students tend to focus solely on test formats and scores due to their perceived significance.…”