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In recent decades, there has been an attempt to introduce the concept of “assessment for learning” into English language classrooms based on a belief that assessment can be utilized to assist learners in the learning process, not just for teachers to make judgments and decisions. In so doing, the learning-oriented assessment frameworks proposed by a number of scholars have been introduced to integrate the use of both formative and summative assessments into language pedagogy to enhance language skills simultaneously with developing learners’ assessment expertise, hence enabling them to better identify their own strengths and weaknesses, which, in turn, helps promote their learning outcomes. The primary aim of the present study was to investigate the effects of the implementation of a learning-oriented reading assessment model on Thai undergraduate students’ reading ability. Students’ involvement in several types of assessment embedded in reading instructional procedures was the highlight of the model implementation. The participants were 25 first-year undergraduate students enrolled in a foundation English course at a public university. A mixed-method research design was employed to gather both quantitative and qualitative data using the in-house English proficiency tests, the end-of-unit tests, and the learners’ journal. The findings revealed that the learning-oriented reading assessment model could help develop undergraduate students’ reading ability, thus leading to a conclusion that learning-oriented assessment can be utilized in language classes to help learners learn the target language with more desirable outcomes.
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