Needs Analysis of Assessment as Learning and Metacognition in Extensive Reading Toward a Learning-Oriented Assessment Framework
DOI:
https://doi.org/10.21009/ishel.v2i1.68721Keywords:
Assessment as Learning (AaL), Extensive Reading (ER), Metacognitive, Learning-Oriented Assessment Framework, Need AnalysisAbstract
Extensive reading (ER) instruction in EFL contexts is often not supported by assessment systems capable of enhancing students' metacognitive awareness. Assessments that focus on outcomes lead to students' lack of understanding of their learning process, including how they are assessed and how to improve their reading skills. Previous studies have highlighted the importance of metacognition and Assessment as Learning (AaL). However, limited research has examined how existing assessment practices align with students' actual needs and perceptions in extensive reading classes. This gap highlights the need for more student-centered investigations to inform instructional design innovations. This study aims to analyze students' needs and perceptions of reading assessment and to explore the extent to which current practices facilitate metacognitive engagement. Using a qualitative approach, this study adopted a qualitative case study design combined with a needs analysis. Data were collected through questionnaires and semi-structured interviews with EFL students engaged in extensive reading activities. The data were analyzed using theory-based thematic analysis, guided by the metacognition framework (planning, monitoring, evaluation) and Assessment as Learning.
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