Collaborative Assessment in Scanning to Improve Reading Comprehension

Abstract

This study implemented a collaborative assessment by applying a scanning strategy to improve reading comprehension skills. This action research was carried out at a public university in Guayaquil. It was conducted for six weeks, and there were 20 participants. This paper is a mixed design study that combined quantitative and qualitative instruments: a pre and post-test, a checklist, a pre and post-survey, and learning logs. At the end of the innovation, there was an enhancement in the post-test mean compared to the pre-test one. The findings show that innovation’s impact was Cohen d= 4.19, which indicates a large effect size. The results demonstrated that collaborative assessment in scanning improved students’ reading comprehension skills. Participants increase the understanding of the texts, and perceive mistakes after rereading the text. They also became responsible for assessing and providing feedback on their peers’ tasks, which increased their perspectives about working in collaboration in class. Thus, the implications of collaborative assessment in scanning is significant and benefits EFL teachers and researchers who want to improve the reading comprehension of their learners.