THE EFFECT OF PERFORMANCE ASSESSMENT APPROACH ON THE DEVELOPMENT OF READING COMPREHENSION SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CONTEXT

Abdelhakim Boubekri, El Hassan Rouijel

Abstract


Reading comprehension is a crucial component of academic development for students engaged in English for Specific Purposes (ESP). This study investigates the efficacy of alternative assessment methods, specifically performance assessment, in enhancing reading comprehension skills within the ESP context. Given that reading comprehension is a fundamental input skill, deficiencies in this area can significantly impede academic progress. The research employed a pre-test and post-test experimental design with a control group to evaluate the impact of performance assessment on reading comprehension. Participants, after a proficiency test, were randomly assigned to either a control group or an experimental group, each of comparable proficiency levels. The experimental group received continuous assessment and immediate, relevant feedback during the training, while the control group did not receive such assessment or feedback. The experimental group's assessment was facilitated through a detailed assessment grid. Data were collected through pre-tests and post-tests administered to both groups and analyzed using SPSS (2018). Statistical analyses, including paired samples t-tests and independent samples t-tests, were conducted to measure intra-group progress and inter-group differences. Findings indicate that both groups showed significant improvement in reading comprehension; however, the experimental group exhibited superior performance across all comprehension categories compared to the control group. The results underscore the effectiveness of performance assessment in fostering both higher-order and lower-order reading comprehension skills, suggesting a pronounced advantage over traditional assessment methods. The study affirms the value of performance assessment in ESP contexts while also acknowledging the continued relevance of traditional assessment techniques.

 

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reading comprehension, English for specific purposes, traditional assessment, performance assessment

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DOI: http://dx.doi.org/10.46827/ejel.v9i3.5527

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