Reforming assessment is key to successful ER implementation: Expanding on Robb (2022)

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.