EFL Students’ Rating Accuracy in Assessing Reading Comprehension Subskills across Genres: A Diagnostic Perspective

This study aimed to examine EFL learners’ rating accuracy in assessing reading comprehension subskills in various genres.  To this end, ۶۰ English translation students participated in this study. The instructional treatment was based on the learners’ challenging reading subskills in four genres. Taking the instructor’s ratings as the yardstick, during a ۱۲- week course, the accuracy of the learners’ self- and peer- assessments was investigated. Data analysis, using MANOVA, confirmed that there was a statistically significant difference between the accuracy of self-, peer- and instructor-ratings. More specifically, the two groups were inaccurate in assessing the main idea/ supporting details and cause/effect subskills in all genres. However, for assessing fact /opinion subskills only the self-assessment group was inaccurate in descriptive genre. Obtaining such detailed diagnostic information about learners’ performance can help instructors in elevating weaknesses in language skills.

کلیدواژه ها:

reading comprehension ، reading subskills ، reading genres ، rating accuracy ، diagnostic assessment ، reading comprehension ، reading subskills ، reading genres ، rating accuracy ، diagnostic assessment