Interviews to assess learners’ outcomes
Ileana Seda, P. David Pearson · Reading Research and Instruction · 1991
In order to assess learners’ abilities, a variety of procedures and instruments are necessary; each yields specific and distinct information about learners. Interviews to assess learners’ outcomes and as a complement to external testing practices are viable within the normal contexts of classrooms. They also permit transferring the control of evaluation, at least in part, to teachers. Open‐ended and semi‐structured interviews to assess reading comprehension are presented and discussed. The arguments of efficiency and efficacy, discussed in light of theory about reading processes, highlight the potential value of interviews in aligning assessment practices with instruction and learning theory.