This presentation describes how to assess students’ performances in Japanese extensive reading. The presenter has been conducting standalone Japanese ER courses in a U.S. university since 2014. Unlike traditional-style language classes, the main activities in ER are individual readings; therefore, assessment has been challenging for the instructor.

Takase (2010) listed various ways to assess students’ performances in English ER, such as reading quantity, comprehension tests, and presentations. The presenter uses self-evaluations, where students reflect on their own reading and set their next goals. Students have other assignments such as reading journals, book reviews, and semester-final projects. The instructor does not evaluate students’ language skills in this course, and assessment is conducted only based on their attendance/participation and their submission of assignments on time. Because of these assessment criteria, students work hard, regardless of their typical grades. The presenter will discuss how ER is effective for cultivating autonomous learning.