Institutional Repository | Satya Wacana Christian University: Teachers' Beliefs Toward Assessment in Extensive Reading course

TEACHERS’ BELIEFS TOWARD ASSESSMENT
IN EXTENSIVE READING COURSE

Chandni Devi Septiana

ABSTRACT

It is often assumed that Extensive Reading, which may be offered as a course
in an education institution, can increase students’ awareness toward reading. In the
context of Extensive Reading as a course, the need for assessment is inevitable since
the students need the result of their study in the form of a grade. A problem may arise
when the teachers develop some assessments for Extensive Reading due to the
tension between the principles of Extensive Reading and the obligation to assess the
students’ work for grading purposes. One crucial issue related to this is the teachers’
beliefs towards assessment for the course, which this study attempts to find out about
since they affect these teacher decisions and actions in the classroom. The instrument
used was a semi-structured interview with eight participants who have some
background knowledge of Extensive Reading. Throughout the study the researcher
obtained three findings and those were (i) how testing is different from assessment
and why it is less appropriate for Extensive Reading, (ii) the reasons behind the
necessity of assessment, and (iii) several kinds of assessments which more appropriate

for Extensive Reading as a course.

Key words: Extensive Reading, assessment, teachers’ beliefs, reading, testing, types
of assessment