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Direct linkZhou, Ji; He, Jia; Lafontaine, Dominique – Assessment in Education: Principles, Policy & Practice, 2020
Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we…
Descriptors: Cross Cultural Studies, Test Validity, Metacognition, International Assessment
Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank – Educational Measurement: Issues and Practice, 2019
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…
Descriptors: Reading Comprehension, Computer Assisted Testing, Achievement Tests, Foreign Countries
Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting – International Journal of Science Education, 2014
This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of…
Descriptors: Foreign Countries, Metacognition, Reading Comprehension, Science Instruction
