Efl students’ assessment methods for reading skills in microteaching: a case study

Aprillia, Anita (2026) Efl students’ assessment methods for reading skills in microteaching: a case study. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Reading assessment is an essential component of English language teaching, particularly in microteaching courses where EFL pre-service teachers develop their pedagogical and assessment competencies. However, previous studies have paid limited attention to the types of reading assessment systems employed by EFL preservice teachers and how these assessment systems are implemented during microteaching. Therefore, this study aimed to identify the types of reading assessment systems employed by EFL pre-service teachers and to describe how these assessment systems were implemented to assess students’ reading comprehension during microteaching. This study employed a qualitative case study involving four EFL pre-service teachers enrolled in a Microteaching course at a university in Pekalongan during the 2024/2025 academic year. Data were collected through document analysis, classroom observations, and semi-structured interviews and analyzed using an interactive data analysis model. The findings revealed that the participants implemented two types of reading assessment based on Brown’s (2004) framework: interactive reading assessment and selective reading assessment. Interactive reading assessment was predominantly implemented through reading comprehension activities, whereas selective reading assessment was implemented through a text completion task focusing on the use of adverbs of frequency in context. The study also found that the participants differentiated assessment tasks according to students’ proficiency levels by modifying text complexity and task formats while maintaining the same learning objectives. Document analysis, classroom observations, and interviews supported these findings by confirming the participants’ reading assessment practices during the microteaching process. Overall, the findings suggest that the participants implemented reading assessments that aligned with instructional objectives and students’ reading abilities.

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