Assessing reading comprehension from the perspective of test-takers: A qualitative approach

Abstract Whilst, it has been the norm to expect experts in assessment to worry about and offer solutions to issues in testing, the concerns as well as the rights of major stake-holders themselves, i.e., testees, have for the most part been neglected. Although test-takers’ views may be regarded as naïve and non-specialist, no doubt obtaining an emic perspective will illuminate the path for testers and researchers and will help them to avoid pertinent biases. With such a focus, the present study takes a qualitative orientation and looks at the ideas, concerns and expectations of 20 undergraduates in EFL interviewed about their experiences in taking a variety of reading comprehension tests. The main finding to emerge from the study is that most reading tests fail the test of judgmental validation. Further findings and implications are discussed in the paper.