Process Approach To Reading Assessment

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Recent research on classroom assessment focused on the interactions between assessment and classroom learning with a hope that improvement in classroom assessment will result in effective learning. As a result, a variety of alternatives in assessment were proposed and researched. Alternatives in assessment have become popular for that they require students to perform, produce, and create; focus on processes as well as products; tap into higher level thinking and problem-solving skills; and provide information about both the strengths and weaknesses of students (Brown & Hudson, 1998, p.654). They are also popular as they establish an ongoing circular association among three significant aspects of education: teaching, assessment
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Though, earlier research into reading assessment used the product approach, “product approaches to reading have been unfashionable in recent years as research efforts have concentrated on understanding the reading process, and as teachers of reading have endeavoured to improve the way in which their students approach text” (Alderson, 2005, p.5). The product approach has been criticized as it is difficult to address the variation in the product and to measure the product using valid and reliable measures (Alderson, 2005). Consequently, though not as an alternative but as a complementary approach, the process approach to reading assessment gained significance. However, the process approach to reading assessment is quite challenging since “the process is likely to be dynamic, variable, and different for the same reader on the same text at a different time or with a different purpose in reading” (Alderson, 2005, p.3). In spite of the limitations, the process approach offers noteworthy data about how the reader, the text and the context interact and impact the construction of meaning. The process approach also integrates the three aspects of teaching reading -teaching, assessment and feedback- into an on-going process. Hence, the process approach is a reasonable approach to continuous classroom assessment and to a teacher who wishes to…show more content…
Reading journal, which had no place in the second language classroom erstwhile, occupies at present a “prominent role in a pedagogical model that stresses the importance of self-reflection in a student’s education” (Brown & Abeywickrama, 2011, p. 134). Journal writing has been recognized as an important retrospective tool in language research. In general, a journal, as defined by Brown & Abeywickrama (2011), is “a log (or ‘account’) of one’s thoughts, feelings, reactions, assessments, ideas, or progress toward goals, usually written with little attention to structure, form, or correctness” (p. 134). Reading journal, which provides insight into the reading process, is a useful tool as it promotes reflection on the nature of reading and the problems encountered by the reader during reading. Journals and diaries have been recommended for strategy training purposes to help learners develop metacognitive awareness of their thinking, learning and strategy use. However, it is not without concerns. Certain critics are concerned about the cultural issues as revealing one’s inner self may not be a practice in certain cultures. It is also argued that it is difficult, if not impossible, to prepare an objective criteria for evaluation since journal writing involves potential

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