Reforming assessment is key to successful ER implementation: Expanding on Robb (2022)
Date
2022-10-15
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
34
Number/Issue
2
Starting Page
416
Ending Page
419
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Abstract
This article suggests that exams which test mastery of materials rather than proficiency create an inhospitable environment for extensive reading (ER). When students are tested on specific vocabulary words or grammatical points, there is great incentive for students and teachers to prioritize explicit instruction over methods that promote implicit learning, like ER. It is proposed that administrations seeking to implement successful ER programs should consider minimizing the share of grades that are awarded for rote memorization and explicit knowledge, and instead award grades for participating in ER.
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extensive reading, implementation, assessment, grading
Citation
Taylor, C. (2022). Reforming assessment is key to successful ER implementation: Expanding on Robb (2022). Reading in a Foreign Language, 34(2), 416–419. http://hdl.handle.net/10125/67432
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