SUMMATIVE ASSESSMENT OF READING THROUGHINTERNET-BASED TOOLS

Abstract

This study investigates the use of online resources, particularly Google Forms, as a tool for summative assessment of reading among ninth-grade students. It explores students’ perceptions regarding the level of engagement, usefulness, and effectiveness of internet-based assessments in comparison with traditional paper-based formats. The findings reveal that most students view Google Forms as practical and user-friendly, appreciating its efficiency, fairness, and the immediacy of results. The automatic grading system and ease of administration are also perceived as advantages that contribute to a more streamlined assessment process.

Despite these benefits, the study also identifies several limitations. Students express concerns about the restricted opportunities for open-ended responses, which may hinder the demonstration of deeper comprehension skills. In addition, issues such as unreliable internet connections, limited digital literacy among some learners, and doubts about the overall validity and security of online assessments are highlighted as potential challenges. These factors suggest that while digital tools enhance convenience, they cannot entirely replace traditional approaches without careful consideration of their drawbacks.

The study emphasizes the importance of adopting a blended model that integrates both digital and paper-based assessment methods to achieve a more balanced and equitable evaluation of reading comprehension. Furthermore, it underscores the need for teacher training in the effective use of digital assessment platforms, the development of reliable infrastructure, and the careful design of test items that can capture both surface-level and higher-order thinking skills.

Overall, this research contributes to the growing body of literature on digital transformation in education and assessment practices. By examining students’ perceptions and experiences, it provides valuable insights for educators, policymakers, and school administrators who aim to modernize assessment strategies while ensuring fairness, inclusivity, and the accurate measurement of students’ reading abilities.