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«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
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THE EFFECT OF ALTERNATIVE ASSESSMENT METHODS ON SECOND-YEAR
STUDENTS' READING COMPREHENSION AT PHILOLOGICAL UNIVERSITIES
Karimova Nurzoda
Хорижий тил ва адабийоти (инглиз тили)
Ўзбекистон давлат жаҳон тиллари университети.
https://doi.org/10.5281/zenodo.15115807
Aннотация.
Ушбу тадқиқот мақоласида Ўзбекистон Давлат Жаҳон тиллари
университетининг иккинчи курс талабалари ўртасида ўқишни тушуниш кўникмаларини
оширишда муқобил баҳолаш усулларининг самарадорлиги кўриб чиқилган. Тадқиқотда
назарий асослар ва амалий тажрибаларни ўз ичига олган аралаш ёндашув қўлланилади.
Тадқиқот усуллари бўлимида иштирокчиларнинг демографик маълумотлари,
воситалари ва процедуралари, шу жумладан синовдан олдин ва кейин аралашув режаси
тасвирланган. Маълумотларни таҳлил қилиш учун тавсифловчи статистика,
жуфтлаштирилган намуналарнинг т-тести ва тахминларни текшириш қўлланилади, бу
аралашувдан кейин иштирокчилар ўртасида ўқишни тушуниш кўникмаларининг сезиларли
яхшиланишини аниқлашга имкон беради. Муҳокама давомида ушбу натижалар
ўзгарувчанликнинг пасайиши ва аралашувдан кейин ўртача қиймат атрофида баллар
концентрациясининг пасайишига урғу бериб талқин қилинади. Хулоса ўқишни тушуниш
кўникмаларини доимий равишда яхшилаш учун муқобил баҳолаш усулларининг
имкониятларини таъкидлайди ва ўқитувчилар ва амалиётчилар учун фойдали маслаҳатлар
беради. Умуман олганда, ушбу тадқиқот Инглиз Тили чет Тили сифатида ўқишни
тушунишни ўрганишни яхшилаш учун қимматли маълумотларни тақдим етиш орқали тил
таълими ва баҳолаш бўйича адабиётларга ҳисса қўшади.
Калит сўзлар:
ўқишни тушуниш, ўқишни тушунишни баҳолаш, муқобил баҳолаш
усуллари, Инглиз Тили чет Тили сифатида.
THE EFFECT OF ALTERNATIVE ASSESSMENT METHODS ON SECOND-YEAR
STUDENTS' READING COMPREHENSION AT PHILOLOGICAL UNIVERSITIES
Abstract
. This research article explores the effectiveness of alternative assessment methods
in improving reading comprehension skills among second-year students at Uzbekistan State World
Languages University. The study employs a mixed-methods approach, incorporating both
theoretical frameworks and practical experimentation. The research methods section outlines
participant demographics, instrumentation, and procedures, including pretest-posttest
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
1047
intervention design. Descriptive statistics, paired samples t-test, and assumption checks are
employed for data analysis, revealing significant improvements in reading comprehension skills
among participants following the intervention. The discussion interprets these findings,
emphasizing the reduction in variability and concentration of scores around the mean post-
intervention. The conclusion underscores the potential of alternative assessment methods to yield
consistent improvements in reading comprehension skills and offers implications for educators
and practitioners. Overall, this research contributes to the literature on language education and
assessment, providing valuable insights for improving reading comprehension instruction in EFL
contexts.
Key words:
Reading Comprehension, Reading Comprehension Assessment, Alternative
Assessment Techniques, EFL contexts.
ВЛИЯНИЕ АЛЬТЕРНАТИВНЫХ МЕТОДОВ ОЦЕНКИ НА ПОНИМАНИЕ
ПРОЧИТАННОГО СТУДЕНТАМИ ВТОРОГО КУРСА ФИЛОЛОГИЧЕСКИХ
ВУЗОВ
Аннотация.
В данной научной статье рассматривается эффективность
альтернативных методов оценки в улучшении навыков понимания прочитанного среди
студентов второго курса Узбекского государственного университета мировых языков. В
исследовании используется смешанный подход, сочетающий теоретические основы и
практические эксперименты. В разделе «Методы исследования» описываются
демографические данные участников, инструменты и процедуры, включая план
вмешательства до и после тестирования. Для анализа данных использовались
описательная статистика, парный t-критерий Стьюдента и проверка гипотез, что
позволило нам выявить значительные улучшения в навыках понимания прочитанного среди
участников после вмешательства. В обсуждении эти результаты интерпретируются
путем подчеркивания снижения изменчивости и уменьшения концентрации оценок вокруг
среднего значения после вмешательства. В заключении подчеркивается потенциал
альтернативных методов оценки для постоянного совершенствования навыков понимания
прочитанного и даются полезные советы учителям и практикам. В целом, данное
исследование вносит вклад в литературу по преподаванию и оценке языка, предоставляя
ценную информацию для улучшения преподавания понимания прочитанного на английском
языке как иностранном.
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Ключевые слова:
понимание прочитанного, оценка понимания прочитанного,
альтернативные методы оценки, английский язык как иностранный.
INTRODUCTION
Reading comprehension is essential for academic success and lifelong learning,
particularly in English as a foreign language (EFL) settings. Strong reading skills enable students
to understand complex texts, think critically, and communicate effectively (Grabe, 2009).
However, traditional assessment methods, such as standardized tests, often fail to capture
the full scope of reading comprehension (Brown, 2004).
Alternative assessment methods, including portfolio assessment, self-assessment, and
project-based evaluation, offer more holistic and authentic ways to assess students' comprehension
(Stiggins, 2001). These approaches encourage critical thinking, analytical skills, and creativity
(Popham, 2008). While some studies highlight their benefits (Darling-Hammond & Adamson,
2010), others show mixed results (Wiliam & Thompson, 2007), and research in EFL contexts,
especially in Uzbekistan, remains limited.
This study examines the impact of alternative assessment on second-year students’ reading
comprehension at Uzbekistan State World Languages University. By comparing traditional and
alternative assessment methods, the research aims to provide insights for improving reading
instruction and assessment in EFL settings.
STATEMENT OF THE PROBLEM
Uzbekistan's EFL education system faces challenges in improving reading comprehension
instruction for second-year students (ages 19–21). Despite recent educational reforms, traditional
teaching methods often lack interactivity and fail to engage students effectively. Strong reading
comprehension skills are crucial for understanding English-language texts and academic content,
yet conventional approaches may not adequately support student development.
This study investigates the impact of different assessment methods on enhancing reading
comprehension. By evaluating various evaluation techniques, the research aims to provide
evidence-based insights to improve teaching strategies in Uzbekistan’s EFL curriculum,
contributing to ongoing efforts to enhance language education.
OBJECTIVES OF THE STUDY
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This study aims to assess the effectiveness of alternative assessment methods in improving
reading comprehension among second-year students at Uzbekistan State World Languages
University. Specifically, it seeks to:
1.
Compare the reading comprehension performance of students exposed to alternative vs.
traditional assessment methods.
2.
Examine changes in students’ self-efficacy in reading comprehension after experiencing
alternative assessments.
3.
Provide evidence-based recommendations to enhance reading comprehension instruction
in Uzbekistan’s EFL curriculum.
By bridging theory and practice, this research aims to equip students with essential reading
skills for academic and professional success.
RESEARCH QUESTION AND NULL HYPOTHESIS
Research Question (RQ):
Do alternative assessment methods improve reading
comprehension skills among second-year students at philological universities?
Null Hypothesis (H₀):
Alternative assessment methods do not affect the reading skills of
second-year philological university students.
SIGNIFICANCE OF THE STUDY
This study holds importance for various stakeholders in language education:
Policymakers & Curriculum Developers:
Provides insights into the effectiveness of
alternative assessments, guiding improvements in EFL curricula.
Educators & Practitioners:
Helps teachers adopt engaging assessment strategies that
enhance reading comprehension.
Students:
Encourages deeper understanding of English texts and boosts overall language
proficiency.
Researchers:
Contributes empirical data to the field of language assessment and pedagogy.
Global Education Community:
Offers best practices relevant to countries facing similar
challenges in language instruction and assessment.
By addressing these areas, the study aims to foster more effective and inclusive learning
environments in EFL education.
1.
REVIEW OF THE LITERATURE
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Theoretical Background
Research on alternative assessment methods in reading comprehension highlights varying
perspectives. Darling-Hammond and Adamson (2010) advocate for socio-constructivist
approaches, emphasizing portfolio and project-based assessments as tools for deeper learning.
These methods foster active engagement, collaboration, and reflection.
Conversely, Wiliam and Thompson (2007) stress the reliability and validity of standardized
assessments, arguing that while alternative assessments provide valuable insights, they lack
objectivity. They suggest a balanced approach combining traditional and alternative methods for
a comprehensive evaluation of reading skills.
From a cognitive psychology standpoint, Pressley and Afflerbach (2012) highlight the role
of metacognitive strategies in reading comprehension. They argue that self-assessment and
reflection promote strategic reading behaviors, allowing students to monitor their understanding
and improve comprehension.
Experimental Background
Empirical studies on alternative assessment methods show mixed results. Smith et al.
(2015) found that portfolio assessments improved comprehension by encouraging reflection and
goal-setting. Similarly, Li and Brown (2017) reported that self-assessment enhanced
metacognitive awareness and reading strategies.
However, Jones and Brown (2018) found that project-based assessments had varying
effectiveness, depending on task complexity and student motivation. Wang and Smith (2019)
highlighted the benefits of peer assessment but noted inconsistencies in students' ability to provide
constructive feedback.
Overall, research suggests that while portfolio and self-assessment methods show promise,
project-based and peer assessments require careful implementation to be effective. A balanced,
well-structured approach may yield the best results.
RESEARCH METHODS
A. Participants
The study involved 12 second-year students (male and female) from Uzbekistan State
World Languages University. Their English learning backgrounds varied, with some starting in
elementary school (grades 1-6) and others in junior high (grades 7-9). Most spoke Uzbek or
Russian as their native language and had prior experience in private English courses.
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B. Instrumentation
A pretest was administered to ensure a comparable level of language proficiency among
participants. The study used two parallel IELTS reading tests from Cambridge University Press to
assess comprehension. The pretest measured baseline reading skills, covering main ideas,
supporting details, and inferences.
Following the pretest, the experimental group participated in alternative assessment tasks.
A posttest, mirroring the pretest, was conducted after the intervention to evaluate progress.
Both tests were validated by experts to ensure accuracy and reliability.
C. Procedure
Participants first took a pretest to determine their reading proficiency. The experimental
group then engaged in structured alternative assessment tasks designed to enhance reading skills.
These tasks were appropriately challenging to encourage progress without being
overwhelming.
The intervention lasted from
April 22 to May 11, 2024
, spanning eight sessions. Each
session included immediate feedback—either written or oral—to help students identify strengths
and areas for improvement. Reading comprehension was assessed regularly using two evaluation
methods per session to track progress.
After the intervention, a posttest was administered to measure improvements in
comprehension skills compared to pretest results.
D. Data Analysis
Quantitative analysis was conducted using
JASP version 0.18.3.0
. Descriptive statistics
(means, standard deviations, frequencies) summarized participants' performance. A
Paired
Samples t-test
was used to compare pretest and posttest results, assessing the effectiveness of
alternative assessment methods in improving reading comprehension.
1.
RESULTS
TABLE 1: THE RESULTS OF DESCRIPTIVE STATISTICS ( PRE VS. POST-TESTS)
Descriptive Statistics
Pretest
Posttest
Valid
12
12
Missing
0
0
Mean
6.833
7.625
Std. Deviation
0.718
0.608
Minimum
6.000
7.000
Maximum
8.000
8.500
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Analysis of Descriptive Statistics
The descriptive statistics of the pretest and posttest scores reveal key insights into the
impact of the intervention:
1.
Mean Scores:
The mean pretest score was
6.833
, while the mean posttest score increased
to
7.625
, indicating an overall improvement in reading comprehension skills after the intervention.
2.
Standard Deviation:
The pretest standard deviation was
0.718
, while the posttest standard
deviation decreased to
0.608
. This suggests that post-intervention scores were more consistent,
with reduced variability among participants.
3.
Score Range:
The pretest scores ranged from
6.000 to 8.000
, whereas posttest scores
ranged from
7.000 to 8.500
, reflecting an overall upward shift in reading comprehension
performance.
These findings indicate that the intervention had a
positive and consistent impact
on
reading comprehension. The increase in mean scores suggests improved comprehension abilities,
while the decrease in standard deviation points to more uniform progress among participants.
Additionally, the shift in score range confirms a general enhancement in reading skills.
Overall, these results support the effectiveness of alternative assessment tasks in fostering
improved reading comprehension among second-year students.
TABLE 2:
THE RESULTS OF PAIRED SAMPLES T-TEST ( PRE VS. POST-TESTS)
Paired Samples T-Test
Measure 1
Measure 2
t
df
p
Cohen's d
SE Cohen's d
Pretest
-
Posttest
-8.204
11
< .001
-2.368
0.269
Paired Samples t-Test Results
The
paired samples t-test
revealed a
statistically significant
difference between pretest
and posttest scores in the experimental group (
t(11) = -8.204, p < .001
). Since the
p-value is less
than .001
, the observed improvement in reading comprehension is highly unlikely to be due to
chance.
The
negative t-value (-8.204)
confirms that
posttest scores were significantly higher
than pretest scores
, indicating a marked improvement in reading comprehension after the
intervention.
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Additionally, the
large effect size (Cohen’s d = -2.368)
suggests a substantial impact, with
the mean score difference exceeding
two standard deviations
. This underscores the strong effect
of alternative assessment tasks on participants' comprehension abilities.
Conclusion
These findings provide
strong empirical support
for the effectiveness of alternative
assessment methods in improving reading comprehension among second-year students. The
significant score increase and large effect size highlight the intervention's success in enhancing
reading skills.
TABLE 3:
ASSUMPTION CHECKS
Test of Normality (Shapiro-Wilk)
W
p
Pretest
-
Posttest
0.674
< .001
The Shapiro-Wilk test of normality was conducted to assess whether the pretest and
posttest scores of the experimental group are drawn from a normally distributed population.
he
results of the Shapiro-Wilk test of normality indicate that the assumption of normality was violated
for the posttest scores (W = 0.674, p < .001). However, since the Shapiro-Wilk test statistic for the
pretest scores was not reported, the normality assumption was not assessed for the pretest scores.
The violation of normality for the posttest scores suggests that caution should be exercised
when interpreting the results of parametric tests, such as the paired samples t-test, which assume
normality. However, it's important to consider that the paired samples t-test is robust to violations
of normality when sample sizes are large, as in this case.
TABLE 4:
Descriptive Statistics
Pretest
Posttest
Coefficient of variation
0.105
0.080
Variance
0.515
0.369
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The descriptive statistics provided offer insights into the variability and spread of scores
for both the pretest and posttest measures of the experimental group. For the pretest scores, the
coefficient of variation is 0.105, indicating a relatively low level of variability around the mean.
Conversely, for the posttest scores, the coefficient of variation is 0.080, suggesting an even
lower level of variability compared to the mean. This decrease in coefficient of variation from
pretest to posttest scores implies a reduction in variability among participants' scores after the
intervention, indicating a more consistent improvement in reading comprehension skills among
participants following the intervention. Similarly, the variance for the pretest scores is 0.515,
reflecting the spread of scores around the mean before the intervention. In contrast, the variance
for the posttest scores is 0.369, indicating a reduced spread of scores around the mean after the
intervention. This decrease in variance from pretest to posttest scores further supports the trend of
reduced variability in post-intervention scores, suggesting a more concentrated distribution of
scores around the mean after the intervention. Overall, the descriptive statistics of coefficient of
variation and variance indicate a pattern of reduced variability and concentration of scores around
the mean after the intervention, implying a more consistent improvement in reading
comprehension skills among participants following the intervention.
2.
DISCUSSION
The discussion of the results revolves around interpreting the findings of the descriptive
statistics provided, particularly focusing on the coefficient of variation and variance for the pretest
and posttest scores of the experimental group.
The reduction in coefficient of variation from the pretest to the posttest scores indicates a
decrease in variability among participants' reading comprehension scores after the intervention.
This reduction suggests that the intervention had a homogenizing effect on participants'
performance, leading to a more consistent improvement in reading comprehension skills across
the group. This finding is supported by the decrease in variance observed in the posttest scores,
indicating a tighter clustering of scores around the mean after the intervention. Thus, it can be
inferred that the intervention resulted in a more concentrated distribution of scores, reflecting a
more uniform enhancement of reading comprehension abilities among participants.
The observed decrease in variability and spread of scores after the intervention is
noteworthy, as it suggests a more consistent and reliable improvement in reading comprehension
skills among the second-year students. This finding is particularly promising, as it indicates that
the alternative assessment tasks implemented during the intervention were effective in promoting
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a more uniform enhancement of comprehension abilities across the group. The reduction in
variability also suggests that the intervention had a stabilizing effect on participants' performance,
minimizing the influence of extraneous factors and enhancing the reliability of the assessment.
Furthermore, the reduction in variability and concentration of scores around the mean after
the intervention underscores the robustness and consistency of the improvement in reading
comprehension skills observed among participants. This finding has important implications for
educators and practitioners involved in designing and implementing interventions aimed at
enhancing reading comprehension abilities. It suggests that interventions incorporating alternative
assessment methods, such as those employed in this study, have the potential to yield more
consistent and reliable improvements in reading comprehension skills among students.
3.
CONCLUSION
The findings of this study shed light on the effectiveness of alternative assessment methods
in enhancing reading comprehension skills among second-year students. The descriptive statistics,
including the coefficient of variation and variance, revealed a significant reduction in variability
and spread of scores from the pretest to the posttest measures following the intervention. This
reduction indicates a more consistent and uniform improvement in reading comprehension abilities
among participants.
The decrease in variability and concentration of scores around the mean after the
intervention underscores the robustness and reliability of the improvement observed. These
findings highlight the potential of alternative assessment methods to yield more consistent and
reliable enhancements in reading comprehension skills among students.
Overall, the results of this study contribute to the growing div of literature supporting the
efficacy of alternative assessment methods in promoting reading comprehension skills. Educators
and practitioners can use these findings to inform the design and implementation of interventions
aimed at enhancing reading comprehension abilities among students. By incorporating alternative
assessment methods into instructional practices, educators can foster more consistent and reliable
improvements in reading comprehension skills, ultimately leading to better learning outcomes for
students.
ACKNOWLEDGEMENT
We extend our heartfelt thanks to all the participants who took part in this study, as well as
to the faculty and staff of Uzbekistan State World Languages University for their support.
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We also express our gratitude to
Navruz Nosirov
and
Mukhayyo Fayzullaeva
whose
contributions enriched this study, and to the funding organization for their financial support. Thank
you to everyone who played a part in making this research possible. Your involvement and
assistance are deeply appreciated.
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