Through questionnaires and interviews,this study investigated the longitudinal influence of learning contexts on the validity of diagnostic score reports on English reading ability.The results showed that:(1)the students consistently rated the diagnostic score reports highly in terms of"meaningfulness","relevance",and"benefit";(2)with increased frequency of score report use,the students in the peer-cooperating group and teacher-assisted learning group rated the"sufficiency"dimension higher than those in the self-learning group;(3)interviews indicated that both the peer-cooperating and teacher-assisted learning groups recognized the"benefits"of the score reports,despite the fact that the dimension was rated higher by the teacher-assisted learning group.Drawing upon these empirical results,the study proposed a revised framework of feedback,and provided implications for the design and use of diagnostic score reports,as well as the teaching practice of English reading.
diagnostic score report on English reading abilityAssessment Use Argumentlearning contextlongitudinal study
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