Cognitive Assessment and Recent Trend on Computer-Assisted Cognitive Assessment in Reading Skill

The domain of assessment for language has increased its focus from making inferences based on performance outcomes to examining cognitive processes involving structural information for conceptual and procedural understandings necessary for successful assessment task completion (Shohamy, ۲۰۰۸). The quality of these inferences is related to the extent to which tasks are used to elicit mental processes which are successfully performed. The present research is on learner cognition assessment through an examination of reading comprehension processes in testing situations. In fact, it discusses fundamental theoretical, methodological, and contextual challenges in assessing learner cognition. The researcher pays much attention to the learners’ cognitive capacity for executing tasks which are best understood when they are viewed as a dynamic system. The paper also mentions the ways that computers can help human beings in cognitive assessment in reading skills beside other skills; and at last, it concludes with suggestions that will current research with technological advances especially computer advantages, which can provide multiple ways for observing, assessing, and tracking learners’ cognitive progression.

کلیدواژه ها:

Metacognition ، Cognition ، Language Assessment ، Thinking Aloud Verbal Protocols