Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners

Autor/in	Mermelstein, Aaron David
Titel	Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners
Quelle	In: ORTESOL Journal, 40 (2023), S.35-45 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-401X
Schlagwörter	Student Evaluation; Evaluation Methods; Reading Comprehension; Second Language Learning; English (Second Language); Performance Based Assessment; Reading Tests; Multiple Choice Tests; Recall (Psychology); Cloze Procedure + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Leseverstehen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Leistungsermittlung; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Abberufung; Lückentext
Abstract	Reading is a complicated cognitive procedure of deciphering symbols to create meaning. It's a complicated relationship that the reader has with the text and is lead by a reader's previous knowledge, experiences, attitude, and culture. Second language (L2) reading comprehension is perhaps a more complicated procedure and there's a need to ensure that L2 reading comprehension is being properly and accurately assessed. Currently, there are several different authentic assessment methods in practice (i.e. Author, 2015), but most others are similar in nature and used for similar purposed. This article offers a brief introduction and an objective discussion regarding the strengths and weaknesses of three of the most common methods to assessing reading comprehension: the multiple-choice test, the written recall method, and cloze reading tests. (As Provided).
Anmerkungen	Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01