Study on Integrating Diagnostic Assessment into College English Reading Teaching Practice

Abstract

This study examined how Udig reading assessment improved English teaching and learning at college level. With the help of the Udig feedback reports and a reading strategy questionnaire of students, teachers were able to identify the strength and weakness in students’ reading ability and deliver the follow-up remedial activities based on the targeted needs for ability development. Students learnt to understand their reading deficiency and adjusted their learning activities. Results show that students’ performance of reading ability improved and their scores of reading subskills rose after the remedial teaching practice and students’ efforts. Students’ response to the remedial instruction and learning activities was generally positive.