The current research aimed at designing a framework for formative assessment within interactive video lectures (IVLs) and examine its effect on graduate students reading comprehension skills in English language. A formative assessment framework within IVLs was designed. It has three main components: introduction, watching the IVLs & formative and summative assessment. To examine the effectiveness of the proposed framework, a quasi-experimental approach was used. The proposed framework was applied on a sample of six graduate students representing the first experimental research group. The second experimental research group was also made up of six graduate students who studied using sharable video lectures. The research instrument consisted of a reading comprehension test to examine graduate students’ reading comprehension in terms of overall reading comprehension and the reading comprehension in the literal, interpretive, critical and creative levels. The Non-parametric Mann-Whitney Test was used. The results showed that the proposed framework for formative assessment within IVLs was effective in enhancing graduate students’ overall reading comprehension skills and the reading comprehension in the literal, interpretive, critical and creative levels.
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