Revista INNDEV. ISSN 2773-7640. Diciembre 2024-Marzo 2025. Vol. 3, Núm 3, P. 1 - 26.
https://doi.org/10.69583/inndev.v3n3.2024.140
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participants, yet a significant minority are either indifferent or doubtful about the potential value
that portfolios could have in the field of reading assessment.
Alongside this, the use of project-based assessment in reading skills has a more significant
level of support, with 50% of the teachers strongly agreeing about that, and 40% agreeing,
showing that these activities also are used as formative assessment in improving reading skills.
The remaining 10% of teachers showed a neutral stance, and not a single participant issued a
negative response against the use of projects. These results indicate that projects are widely
deemed as a beneficial and effective assessment strategy.
Moreover, formative assessment is the assessment strategy that received the highest
support by teachers, with 80% strongly agreeing on their usage and 20% agreeing. No respondents
were neutral or had a negative response to this assessment strategy. This indicates an
overwhelming and almost complete strong approval of formative assessment, being deemed as
essential for effective assessment of reading skills.
As for summative assessment, 60% of participants strongly agree with its usage, with 20%
agreeing. Nevertheless, the remaining 20% of teachers choose to stay neutral, suggesting certain
level of skepticism on this form of assessment regarding reading skills. These findings illustrate
that while the majority of teachers expressed positive perceptions about the use of summative
assessment, there is some level of hesitation by some of them. However, not one participant
disagreed or strongly disagreed, positively reflecting on using this assessment strategy.
Timely feedback has mixed results, with 40% strongly agree, 30% agree which indicates
an overall positive trend in the support of using this assessment strategy. However, 20% remain
neutral and 10% disagree, suggesting that while timely feedback is accepted by most of teacher
as useful, some participants are either unconcerned or hesitant about its efficiency and usefulness.
All in all, the data described in Table 1 highlights that the most widely accepted
assessment strategy for reading skills is formative assessment, followed by summative
assessment, regular feedback, and projects, all of which are also heavily supported, although with
varying degrees of interest. However, portfolio assessment showed the most diverse responses,
suggesting mixed opinions on their usefulness and effectiveness.