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Direct linkKatherine S. Binder; Scott P. Ardoin; Joshua A. Mellott; Eloise Nimocks; Corrin Moss – Educational Assessment, 2024
Reading comprehension tests involve not only reading passages and answering questions but also making choices such as the test-taking strategy to use, whether to search passages for answers, and where to begin searching. We examined the associations between student characteristics, passage type, test-taking strategies, and students' time searching…
Descriptors: Reading Comprehension, Reading Tests, Reading Processes, Reading Strategies
Becker, Anthony; Nekrasova-Beker, Tatiana – Educational Assessment, 2018
While previous research has identified numerous factors that contribute to item difficulty, studies involving large-scale reading tests have provided mixed results. This study examined five selected-response item types used to measure reading comprehension in the Pearson Test of English Academic: a) multiple-choice (choose one answer), b)…
Descriptors: Reading Comprehension, Test Items, Reading Tests, Test Format
O'Reilly, Tenaha; Feng, Gary; Sabatini, John; Wang, Zuowei; Gorin, Joanna – Educational Assessment, 2018
In this study, we investigate the effect of reading purpose on students' processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading "and" in an alternate condition where the…
Descriptors: Reading Comprehension, Reading Tests, Student Behavior, Undergraduate Students
Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H. – Educational Assessment, 2012
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…
Descriptors: Test Items, Reading Comprehension, Construct Validity, Grade 4
Taylor, Catherine S.; Lee, Yoonsun – Educational Assessment, 2011
This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island,…
Descriptors: Test Bias, Test Items, Pacific Islanders, American Indians
