Vol. 3 No. 12 (2025), Articles
Vol. 3 No. 12 (2025)

NO STRESS METHODS FOR ASSESSING READING COMPREHENSION

Articles
Published 2025-12-15
Abduraxmanova Zilola Yakubjanovna
Jizzakh branch of National University of Uzbekistan named after Mirzo Ulug`bek the department of Foreign languages Philology and foreign languages
O'ktamova Dildora Anvar qizi
Student of group 102-23
DOI

Keywords

reading comprehension, no-stress assessment, formative assessment, learner-centered approach, reading strategies, anxiety-free evaluation, collaborative learning, performance-based assessment, alternative assessment, language learning

How to Cite

NO STRESS METHODS FOR ASSESSING READING COMPREHENSION. (2025). Yangi O’zbekistonda Tabiiy Va Ijtimoiy-Gumanitar Fanlar Respublika Ilmiy Amaliy Konferensiyasi, 3(12), 113-118. https://universalpublishings.com/index.php/gumanitar/article/view/15227
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

The essay focuses on stress-free techniques for evaluating reading comprehension, highlighting learner-centered and anxiety-free strategies in language instruction. It explains how traditional assessment methods often put pressure on students, which prevents them from showing their actual comprehension, and suggests different approaches that incorporate evaluation into learning in a natural way. The article emphasizes methods such as using digital tools, keeping a reading diary, engaging in performance-based activities, creating visual representations, working together on projects, retelling stories, eliciting open-ended responses, and making informal observations. These strategies encourage intrinsic drive, support emotional well-being, and help readers connect more deeply with the material. In conclusion, the essay argues that stress-free evaluation methods foster confidence, creativity, and a lifelong good perspective about reading while also producing more precise data about students' understanding.

DOI

References

1. Afflerbach, P. (2016). Understanding and Using Reading Assessment, K–12. ASCD.

2. Alderson, J. C. (2000). Assessing Reading. Cambridge University Press.

3. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

4. Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), 182–190.

5. Day, R., & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60–73.

6. Guskey, T. R. (2010). Formative Assessment: Making It Work in the Classroom. Solution Tree Press.

7. Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.

8. Hughes, A. (2003). Testing for Language Teachers (2nd ed.). Cambridge University Press.

9. Krashen, S. (2004). The Power of Reading: Insights from the Research. Heinemann.

10. Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language (3rd ed.). Macmillan Education.

11. Zilola, A., Bahodir, N., & Munisa, Y. (2023). APPROACHES AND ACTIVITIES THAT HELP DEVELOP INTERCULTURAL COMPETENCE. Journal of Academic Research and Trends in Educational Sciences, 2(2), 204-208.

12. Abduraxmanova, Z., Ergasheva, M., & Xurramova, S. (2023). APPROACHES AND ACTIVITIES THAT HELP TO DEVELOP INTERCULTURAL COMMUNICATION COMPETENCE. Theoretical aspects in the formation of pedagogical sciences, 2(11), 90-93

13. Jalilovna, A. D., & Abdurakhmanova, Z. (2023). THE FUTURE OF ENGLISH LANGUAGE. Научный Фокус, 1(1), 257-268.

14. Zilola, A., Sohibxon, S., & Afruza, A. (2023). THE CULTURAL LEGACY: ADVERTISING, BROADCASTING. AND CINEMA//Journal of Academic Research and Trends in Educational Sciences, 2(2), 220-224.