The Limits of Assessment. The Case of Assessing Reading

Abstract

The conventional practice is “teach, test, grade, and move on” where the assessment is summative, according to Black & Wiliam research. The general accepted idea is that teachers should only test what they teach and should not teach just in order to test. Testing is part of the learning process, but it is not a means in itself. Different types of tests are used in formal contexts, both in classrooms and in external/international exams. But when it comes to extensive reading, testing shouldn’t be our priority, or it should be done in a rather informal way.

Keywords

• extensive reading
• testing: formal/informal
• alternative testing
• support
• encouragement