Developing and applying assessment 171 tools for reading comprehension of comedy plays in Grade 8 Literature (Cánh Diều Series)

Abstract

This study designs and implements a system of assessment tools to support the teaching of reading comprehension for comedy texts in Grade 8 Literature (Cánh Diều Series), grounded in the 2018 General Education Curriculum and the distinctive features of the drama genre. The research identifies assessment objectives and content, develops a variety of tools including competency-oriented exercises, observation checklists, mixed-format tests, and research projects and conducts pedagogical experiments. The results demonstrate that the proposed tools are valid, reliable, and practical, contributing to the development of students' reading comprehension competencies at different cognitive levels (recognition, analysis, connection, and critique). Additionally, the study proposes a four-step process for constructing assessment tools and provides examples of two formats: formative exercises and summative research projects. The findings offer theoretical and practical contributions toward innovating Literature assessment in alignment with competency-based education.