Development and Validation of Reading Comprehension Assessments by Using GDINA Model

Abstract

This research is about developing and validating reading comprehension assessments using the GDINA model. Reading comprehension assessment has stayed relatively unaltered over the years, despite changes recommended by legislators or trends in the education industry. As a result, assessments are still used to evaluate students' performance, whether norm- or criterion-referenced; to inform instruction; to find out if students may acquire access to the right programmes; and even to evaluate the programme, which is still employed. The current reading comprehension assessment in Malaysia does not provide instructors with adequate information to make educated decisions. There was not enough data or information provided by the reading comprehension examinations to support the students individually, as a class, or even as a whole school, despite the teachers' sincere attempts to assist their students in performing and succeeding and becoming strong readers. We need better assessments to help instructors who are desperate for effective tools to help them fulfill individual needs. Reading comprehension is a mental process that occurs when a reader engages with the material. It's a problem for people who have trouble reading. Thus, the discussion is about developing and validating reading comprehension, which can be improvised using the GDINA model.