NO-STRESS METHODS FOR ASSESSING READING COMPREHENSION
Abstract
This article provides a comprehensive analysis of no-stress methods for assessing reading comprehension in foreign language classrooms. Traditional assessment practices often rely on formal tests and examinations, which may create anxiety and negatively influence learners’ performance. In contrast, no-stress assessment methods aim to evaluate learners’ reading comprehension in a supportive, low-anxiety environment that prioritizes learning over testing. The article examines formative assessment, observation-based assessment, portfolio assessment, self- and peer assessment, project-based evaluation, and informal classroom techniques. It argues that no-stress assessment methods offer more valid and reliable insights into learners’ reading abilities while fostering motivation, confidence, and learner autonomy.
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