Volume 34, No. 2 Reforming assessment is key to successful ER implementation: Expanding on Robb (2022)

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

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bitstream:
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bitstream_extra:
None
bitstream_txt:
['https://scholarspace.manoa.hawaii.edu/bitstreams/cc99677e-4089-45de-ad06-425476d5bc0b/download']
collection:
Volume 34, No. 2
contributor.author:
Taylor, Charlie
date.accessioned:
2022-10-14T22:26:49Z
date.available:
2022-10-14T22:26:49Z
date.issued:
2022-10-15
description.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.
endingpage:
419
identifier.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
identifier.issn:
1539-0578
identifier.uri:
https://hdl.handle.net/10125/67432
number:
2
publicationname:
Reading in a Foreign Language
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Discussion Forum
site_url:
/rfl/item/556
startingpage:
416
subject:
extensive reading implementation assessment grading
title:
Reforming assessment is key to successful ER implementation: Expanding on Robb (2022)
type:
Discussion
type.dcmi:
Text
volume:
34