Affiliation:
1. Hellenic Open University, Greece
Abstract
This chapter focuses on the assessment of young learners' reading skills through alternative methods. The aim is to introduce the idea of alternative assessment contrary to formative assessment which is normally implemented by foreign language teachers and practitioners. Throughout the chapter, an attempt is made to show that alternative assessment methods such as classroom observation, reading logs, self-assessment and teacher-learner conferences are really effective for assessing reading skills especially when it comes to considering young learners who are motivated by such methods. The chapter concludes with suggestions and ideas for classroom implementation.
Reference120 articles.
1. AebersoldJ. A.FieldM. L. (1997). From reader to reading teacher. Cambridge University Press.
2. The Immediate and Delayed Effect of Dynamic Assessment on EFL Reading Ability
3. Al‐Mahrooqi, R., & Denman, C. (2018). Alternative Assessment. The TESOL Encyclopedia of English Language Teaching, 1-6.
4. AldersonC.HaapakangasE. L.HuhtaA.NieminenL.UllakonojaR. (2015). The diagnosis of reading in a second or foreign language. Taylor & Francis.
5. Reading in a foreign language: A reading problem or a language problem?;J. C.Alderson;Reading in a foreign language,1984
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Assessing Young Learners' Reading Skills Through Alternative Methods;Global Perspectives on Effective Assessment in English Language Teaching;2023-08-25