DEVELOPING LITERARY COMPETENCE IN GRADE 12 STUDENTS THROUGH MEASUREMENT SCALES IN READING COMPREHENSION OF TRUYỀN KÌ TALES

Abstract

Literary competence is one of the two core competencies in Vietnam’s Language Arts and Literature curriculum. To develop literary competence in reading comprehension instruction in general, and in teaching the comprehension of truyền kì tales (strange tales) in particular, it is essential to employ effective assessment tools, among which measurement scales are of significant importance. Given the complex structure of literary competence and the challenges that truyền kì narratives pose for contemporary students, this study argues for the design and combined use of multiple assessment scales. Through a series of theoretical research methods, this paper proposes a set of scales to assess the attainment levels of literary competence when students read and comprehend truyền kì tales, including scales for background knowledge and genre awareness, analytical and evaluative reading ability, and students’ capacity for experiential and responsive engagement with texts. In applying these scales, teachers are encouraged to adopt flexibility regarding timing and context, while also transferring part of the assessment role to students through peer assessment and self-assessment of the constituent elements of literary competence.