Convergent Assessment

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Huang,(2010) claimed that students’ performance was significantly different in listening from speaking at divergent and convergent assessments which means that, the student results in the listening section differs from what was observed in speaking section, however the researchers didn’t work on reading.
Motivated by practical and pedagogical needs, and in an attempt to fill the abovementioned gap in the existing literature, this study sets out to examine the impact of divergent assessment (DA) and convergent assessment (CA) on Iranian EFL learners’ reading comprehension.

1.2. Research Questions The research questions posed in this study are as follows:
1. Does DA have any statistically significant effect on Iranian intermediate EFL learners’
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Significance of the Study The crucial role of assessment in teaching and learning has been well recognized by many researchers. For instance, Anderson (1990) puts forward that assessment plays a critical and leading role in pedagogy. In other words, assessing studentsʼ achievement and learning is an essential prerequisite for every educational system. The view is echoed by Black and William (1998b) who remark that assessment is integral to learning. Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements. The authors further add that FA can be a diagnostic tool for students, which helps them to recognize their weaknesses, solve their problems, and make realistic decisions. Additionally, assessment lets students know how they are making progress and gives teachers feedback on their teaching. According to Young and Kim (2010), “using assessment and other data to improve instruction is a powerful proposition” (p. 28). McMillan (2007) also believes FA provides students with ongoing corrective feedback, improves learning, and encourages student involvement. In addition, reading assessment is of profound significance in second or foreign language pedagogy. In this regard, Brown (2004) suggests “reading, arguably the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability” (p.
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