Technology-enhanced scenario-based reading assessment of pre-service English teachers

Reading is seamlessly integrated into college and university coursework. The review of literature on reading assessment in higher education shows that reading competence has a significant influence on student academic achievement. At the same time, conventional evaluation methods are often criticized for lacking authenticity and inability to accurately tap into student reading abilities in real-world contexts. To address these limitations, the study focuses on the scenario-based approach that is viewed in the larger picture of research on authentic assessment. The approach entails the development of assessments that simulate real-world scenarios and tasks, allowing test-takers to engage in purposeful activities representative of 21st-century skills. Building on the scenario-based assessment in various K-12 contexts, the study proposes an innovative eight-module instrument, Technology-enhanced Scenario-based Reading Assessment (TSRA), which is used to evaluate language assessment literacy of pre-service English teachers across different reading situations. Having provided various examples of assessment modules with respective tasks, the chapter discusses how the TSRA instrument can benefit English teacher training programs. The study makes a practical contribution to the ongoing conversation on authentic assessment in higher education. Copyright © 2025 selection and editorial matter, Weixiao Wei and Der-lin Chao. All rights reserved.