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Multiple-choice test
Multiple-choice tests contain questions about usage, grammar, and vocabulary. Standardized tests like the SAT, ACT, and GRE are typically used for college or graduate school admission. Other tests, such as Compass and Accuplacer, are typically used to place students into remedial or mainstream writing courses.
Automated essay scoring
Automated essay scoring (AES) is the use of non-human, computer-assisted assessment practices to rate, score, or grade writing tasks.
Race
Some scholars in writing assessment focus their research on the influence of race on the performance on writing assessments. Scholarship in race and writing assessment seek to study how categories of race and perceptions of race continues to shape writing assessment outcomes. However, some scholars in writing assessment recognize that racism in the 21st century is no longer explicit, but argue for a 'silent' racism in writing assessment practices in which racial inequalities in writing assessment are typically justified with non-racial reasons. These scholars advocate for new developments in writing assessment, in which the intersections of race and writing assessment are brought to the forefront of assessment practices.
The assessment type that EFL teachers often make use of to test students’ writing skill is essay tests, which, according to White, cannot test all aspects of the learning process, let alone its hindering students from writing effectively under test conditions. To solve this problem, this article will conduct a discussion on portfolio assessment, which meets the two most important characteristics of a test, that is, validity and reliability (Bachman), as well as reduces the pressure of testing that students are likely to suffer.
Portfolio assessment is valid because it can measure all attributes of writing that have been taught. Indeed, the portfolio allows a collection of many different kinds of writing that students learn during the whole writing course (White). This comprehensive record gives the teacher a thorough idea of how students can make progress in the writing process, what they can achieve at each stage and how they evaluate their own and their peer’s work.
Portfolio assessment is also reliable because it has specific and clear criteria as well as assessment guidelines. Specifically, there should be checklists for students to do the peer review, self-edition, self-evaluation, and there should be a grading schema for the teacher to do the final evaluation. The teacher will make the checklists understandable to students by training students to use them. All of these can facilitate teachers and students to work in a collaborative effort (Fearn & Farnan,).
The above-discussed solutions reveal that the problems in teaching and learning EFL writing can be addressed by a variety of methods such as psycholinguistics, SLA, syntax, sociolinguistics, and pragmatics. Language is viewed as being embedded in social contexts when the problems are defined and tackled.
The aim of such solutions is to better the teaching and learning of EFL writing in Bangladesh Additionally, the ultimate goal is to develop EFL learners’ communicative competence, which includes grammatical competence, sociolinguistics competence, strategic competence, and discourse competence (Savignon). In accordance with Davies’ contention, it is hoped that EFL learners in Bangladesh have the same degree of language proficiency as native speakers’, but the competence is not necessarily native-like.
The suggested solutions are not static, however. They are open to be questioned since there are still other issues that have not been addressed, one of which is the problem of curriculum design.
What is reading? Reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.
Researchs and classroom practices support the use of a balanced approach in teaching reading comprehension. Because reading comprehension depends on efficient word recognition and comprehension, instruction should develop reading skills and strategies, as well as build on learners’ knowledge through the use of authentic texts.
The theme of the research work consists in the new way of looking at the problem of teaching reading. Since teaching reading comprehension was always underestimated in teaching English as a second language, nonetheless it plays a great role in second language acquisition.
The aim is to analyze the existent problems in teaching reading comprehension and find the ways out of this problem by suggesting a series of exercises that can be useful in classroom activities.
Thus, according to the set aim we are to solve the following tasks :
- to determine the aim and nature of teaching reading comprehension;
- to open the essence of
- to describe the reading skills and teaching technics;
- to describe different approaches to teaching reading;
- to work out new technologies in teaching reading;
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