0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
TESTING READING COMPREHENSION IN ENGLISH AS A FOREIGN
LANGUAGE
Munisa Oybek kizi Abdullayeva
Student, Chirchik State Pedagogical University munisaabdullayeva074@gmail.com Scientific adviser: Mavluda Abduvaliyevna Komiljonova Teacher, Chirchik State Pedagogical University mavlyudadjurayeva 1 @gmail .com
ABSTRACT
This article delves into the multifaceted landscape of assessing reading comprehension in English as a Foreign Language (EFL) contexts. With the growing importance of English proficiency worldwide, accurately measuring learners' reading comprehension abilities has become paramount. The abstract highlights various strategies employed in assessing reading comprehension, ranging from traditional methods such as multiple-choice questions to more innovative approaches like authentic text analysis and performance-based assessments. Challenges inherent in assessing EFL reading comprehension, including cultural and linguistic biases, are discussed alongside potential solutions. Furthermore, the abstract explores recent advancements in technology-enabled assessment tools and their implications for enhancing the validity and reliability of EFL reading comprehension evaluations. By synthesizing current research and practical insights, this article aims to provide educators and assessment specialists with valuable guidance for designing effective reading comprehension assessments tailored to EFL learners' diverse needs and contexts.
Keywords: EFL, Diagnostic Reading, Formative Reading, Interim Reading, Summative Reading.
INTRODUCTION
There are many of assessments available to assist educators in both measuring and planning for comprehension. It is advised that teachers employ a variety of assessments to gain a complete understanding of their students' reading comprehension ability because each one offers a different perspective on your pupils (Hougen & Smartt, 2012). It is crucial to remember that every form of assessment has a certain function and bounds, and that educators must exercise caution when selecting which exams to use due to the limited duration of the school day.
We will concentrate on three common forms of assessment for the sake of this discussion: formative, summative, and diagnostic. The purpose of an assessment is
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
frequently just as important as its format. We'll quickly go over some of their key characteristics, emphasizing both their advantages and, perhaps more crucially, disadvantages. Next, we'll talk about how this assessment method can be used in a classroom context, where there are practical limits on the classroom dynamic and ideals that need to be balanced.
Why Assessment of Comprehension Is Important
Some people might question why reading comprehension assessments are necessary in the first place. The majority of educators will tell you that the experiences, passions, and achievement levels of their students vary. Teachers gain a deeper understanding of their students, including their strengths and areas for growth, by conducting assessments on them throughout the academic year. Critical thinking is a valuable ability that is applicable to both the classroom and daily life. You'll need critical thinking skills for exams, class debates, making decisions in life, and more. A skill that will come in handy in many situations is the ability to think critically, logically, and creatively about a wide range of issues. Critical thinking is exercised when one practices reading comprehension. By critically analyzing what you read, you can improve your comprehension of the material and discover the most effective way to absorb knowledge. This ability will be helpful to you in making decisions, managing your time, and many other areas that will affect your success in school and beyond.
It is crucial to define reading comprehension before moving on to the assessment of comprehension. One well-known theory of reading development is the Simple View of Reading by Gough and Tunmer (1986), which holds that pupils become readers when they can use their linguistic knowledge for reading comprehension and simultaneously muster the skills to decode texts. Building on the Simple Reading Concept, According to Cain (2013), proficient readers are able to identify individual words on a page and quickly ascertain their meaning. Skilled comprehenders connect the word strings to construct coherent sentences and integrate the meanings of the words.A strong memory facilitates the assimilation process.It's crucial to remember that these processes happen concurrently rather than sequentially, and that proficient comprehenders are also context-sensitive. Consequently, understanding is a continual process. A look types of reading assessments Assessment of Diagnostic Reading
As a pre-test, the diagnostic evaluation is given at the start of each unit or course. This type of evaluation enables the teacher to determine the extent of the student's prior knowledge and provides an answer to the query, "How much does this student already know about this (subject area, topic, etc.)?" The results of a diagnostic evaluation reveal the student's areas of strength and weakness. The outcomes can help teachers plan lessons, identify topics that need to be reviewed, and create learning objectives. A post-
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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test will allow the teacher to assess the amount of knowledge the student has learned during the lesson. When shared with students, the comparison of pre- and post-test results can also bolster the effectiveness of teaching strategies and act as a vital resource for fostering self-esteem.
Assessment of Formative Reading
Formative assessments are given in the middle of the learning process and offer the teacher immediate, practical feedback that fulfills a variety of functions. The Latin verb "formare," which meaning to form or shape, is where the word "formative" originates. This reading evaluation shows how the teacher teaches and how the kids are learning. Formative assessments are quick and simple to use, and they provide insightful data that helps guide instruction. The teacher will be able to better shape future education with the aid of the results. Daily or weekly formative assessments enable teachers to continuously modify their lessons to better meet the requirements of their pupils. Assessment of Interim Reading
The interim reading exam evaluates a broader population or group's overall performance (district, school, grade). Teachers and administrators can monitor students' progress with this evaluation, which is given at several points during the year. Making decisions about the overall efficacy of teaching strategies, materials, and general accountability can be aided by interim assessments. Assessment of Summative Reading
The summative reading assessment is given at the conclusion of a predetermined class period. The query, "How effective was instruction?" is addressed. The data gives teachers an idea of how much of the material the pupils actually retained. In order to make future decision-making more informed, this assessment can also help administrators and teachers reflect on their teaching methods and go over the material. Instruction in the "sweet spot" Determining a learner's zone of proximal development (ZPD) can also be accomplished with the use of assessment of reading skills. This section describes the skills that a learner may find too challenging to master on their own, but that they can certainly master with the help of an experienced instructor's direction and modeling. CONCLUSION
In conclusion, the assessment of reading comprehension in English as a Foreign Language (EFL) settings is a dynamic and evolving field that requires careful consideration of various factors, including linguistic diversity, cultural contexts, and technological advancements. Throughout this article, we have explored a range of strategies and challenges associated with assessing EFL reading comprehension, highlighting the importance of employing diverse assessment methods to capture
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
learners' abilities accurately. Despite the progress made in assessment practices, challenges persist, including the need to address cultural and linguistic biases, ensure accessibility for diverse learner populations, and adapt to rapid technological advancements. Collaboration among educators, assessment specialists, and researchers is essential to develop inclusive, effective assessment strategies that meet the needs of EFL learners worldwide.
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