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Author: Jufang Kong
Publisher: Springer
ISBN: 9811370214
Category : Education
Languages : en
Pages : 212
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Book Description
This book explores the construct of reading comprehension by means of two main test methods. Research methods like the think aloud protocol and eye tracking are employed to tap into test-takers’ cognitive processes while engaged in input text meaning building, and in test tasks. The book is the first systematic attempt to explore test-takers’ cognitive processes through the control of test methods, and presents findings in visualized form including processing route maps and eye fixation heat maps. It offers readers essential support with “digging into” and analyzing data that has to date remained difficult to access.
Author: Jufang Kong
Publisher: Springer
ISBN: 9811370214
Category : Education
Languages : en
Pages : 212
Get Book Here
Book Description
This book explores the construct of reading comprehension by means of two main test methods. Research methods like the think aloud protocol and eye tracking are employed to tap into test-takers’ cognitive processes while engaged in input text meaning building, and in test tasks. The book is the first systematic attempt to explore test-takers’ cognitive processes through the control of test methods, and presents findings in visualized form including processing route maps and eye fixation heat maps. It offers readers essential support with “digging into” and analyzing data that has to date remained difficult to access.
Author: Arlette Ingram Willis
Publisher: Routledge
ISBN: 1135610347
Category : Education
Languages : en
Pages : 397
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Book Description
This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emerges–one that is more complex, multidimensional, inclusive, and socially just. Reading Comprehension Research and Testing in the U.S. aims to revolutionize how reading comprehension is conceived, theorized, tested, and interpreted for all children. This is a critically relevant volume for educational researchers, teacher educators, school administrators, teachers, policy makers, and all those concerned with school literacy and educational equity.
Author: David E. Kieras
Publisher: Routledge
ISBN: 0429999712
Category : Education
Languages : en
Pages : 398
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Book Description
Published in 1984, this volume presents methodologies for studying the ongoing psychological processes that occur as a person reads a text, as well as discussing the major findings that these methodologies have produced, to provide a handbook of reading comprehension research techniques. Focusing on the comprehension processes that occur when a person is reading, rather than the representation that remains after the text has been read, the methodologies use measures such as reading times that reflect ongoing processes, rather than relying exclusively on conventional measures of memory performance such as recall. These methods make use of computer technology for rapid and flexible stimulus representation and data acquisition. This book will allow researchers and students to select appropriate methodologies to investigate a range of fascinating questions about reading comprehension.
Author: Hsin-min Liu
Publisher:
ISBN:
Category :
Languages : en
Pages : 99
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Book Description
One of the fundamental problems in language testing is the lack of adequate generalizability between what a test is measuring and what fulfills the learners' real world language use needs. It is important to recognize that no matter how precise a test measures a construct, if the way that a construct is defined and the way that test tasks are specified do not correspond to the domain of generalization in a meaningful way, test scores may never become adequate indicators of what learners can do with English in real life. This study investigated constructs and tasks of the General English Proficiency Test (GEPT) high-intermediate reading test to explicate the issues involved in generalizing test scores to non-test situations. The study identified and demonstrated quantitatively and qualitatively the way and extent to which two distinct ways of conceptualizing reading constructs, the trait/curriculum-based and the task/domain-based approaches, could lead to divergent construct specifications, difficulty levels, item/text characteristics, and underlying factor structures, using approaches of expert judgments and confirmatory factor analysis. A total of 242 university students and six trained raters participated in the study. All the participants took the GEPT reading test and a task-based reading test developed based on the can-do statements in the Common European Framework of Reference (CEFR) and its designated Target Language Use (TLU) domains. It was found that when items are more task-based and workplace specific, the less similarity they share with trait/curriculum based test items. The nature and the constituents of the reading comprehension construct shift. Not only do task-based and workplace specific items require a significantly higher amount of complex propositional content to be interpreted rather than recognized, they also demand a wider range and extent of language abilities (ideational, functional, and sociolinguistic) and strategic competence when making such interpretations in relation to context. Among all the combinations of language abilities, that of manipulative function and strategic demand appear to have the most effect on the complexity of reading construct. The ability to comprehend texts then is different from the ability to comprehend texts in context. The very nature of contextualization changes the nature and constituents of the comprehension construct. Using Bachman and Palmer's (2010) Assessment Use Argument (AUA) framework, this study strongly suggests that the GEPT is not as meaningful or generalizable as the Language Training and Testing Center (LTTC) claims it is. GEPT test scores do not provide stakeholders with sufficient information about the ability to be assessed in the TLU domain, and the GEPT tasks do not have a sufficient degree of correspondence to the TLU tasks. Due to inadequate sampling of the target constructs and its task characteristics, GEPT test scores do not appear to generalize to performance in the target domain.
Author: Karim Sadeghi
Publisher: Springer Nature
ISBN: 3030844706
Category : Education
Languages : en
Pages : 238
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Book Description
This book investigates the issue of cloze-validity as a measure of second language reading comprehension. It starts off by making a distinction between general reading ability and the more specific reading comprehension followed by a thorough review of the related research on L2 reading comprehension and sorting out the confusion in the literature in this categorization. A comprehensive account of cloze procedure is presented discussing its origin, different versions, its use for teaching and testing purposes, as well the latest research on cloze as measures of readability, language proficiency and second language reading. The book includes studies conducted at several stages on validating cloze as a measure of reading and interview and questionnaire techniques are applied to investigate the validity of eight cloze tests, criterion reading tests, and other cloze and reading tests in general. Two new cloze tests, i.e. reader-centered cloze test and phrase cloze test, are also introduced and researched as measures of reading ability. The book concludes with suggestions for developing tests that can better measure reading comprehension in light of recent research insights on the complex and dynamic nature of reading. This book will appeal to researchers, lecturers and graduate and post-graduate students taking a course in Second Language Acquisition, Applied Linguistics, TESOL, Language Assessment, and Educational Measurement.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Book Description
Author: Antony John Kunnan
Publisher: Routledge
ISBN: 113649779X
Category : Education
Languages : en
Pages : 294
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Book Description
Validation in Language Assessment contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.
Author: Bruno D. Zumbo
Publisher: Springer
ISBN: 3319561294
Category : Social Science
Languages : en
Pages : 374
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Book Description
This volume addresses an urgent need across multiple disciplines to broaden our understanding and use of response processes evidence of test validity. It builds on the themes and findings of the volume Validity and Validation in Social, Behavioral, and Health Sciences (Zumbo & Chan, 2014), with a focus on measurement validity evidence based on response processes. Approximately 1000 studies are published each year examining the validity of inferences made from tests and measures in the social, behavioural, and health sciences. The widely accepted Standards for Educational and Psychological Testing (1999, 2014) present five sources of evidence for validity: content-related, response processes, internal structure, relationships with other variables, and consequences of testing. Many studies focus on internal structure and relationships with other variables sources of evidence, which have a long history in validation research, known methodologies, and numerous exemplars in the literature. Far less is understood by test users and researchers conducting validation work about how to think about and apply new and emerging sources of validity evidence. This groundbreaking volume is the first to present conceptual models of response processes, methodological issues that arise in gathering response processes evidence, as well as applications and exemplars for providing response processes evidence in validation work.
Author: Scott G. Paris
Publisher: Routledge
ISBN: 1135621624
Category : Education
Languages : en
Pages : 439
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Book Description
The volume identifies critical issues and cutting-edge research in assessing children's reading comprehension.
