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Investigating the Effect of Different Selected-response Item Formats for Reading Comprehension.

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Title: Investigating the Effect of Different Selected-response Item Formats for Reading Comprehension.
Authors: Becker, Anthony, Nekrasova-Beker, Tatiana
Source: Educational Assessment. Oct-Dec2018, Vol. 23 Issue 4, p296-317. 22p.
Subjects: Reading comprehension ability testing, Pearson Test of English Academic, Multiple choice examinations, Regression analysis, Educational evaluation
Abstract: 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) multiple-choice (choose multiple answers), c) re-order paragraphs, d) reading (fill-in-the-blanks), and e) reading and writing (fill-in-the-blanks). Utilizing a multiple regression approach, the criterion measure consisted of item difficulty scores for 172 items. 18 passage, passage-question, and response-format variables served as predictors. Overall, four significant predictors were identified for the entire group (i.e., sentence length, falsifiable distractors, number of correct options, and abstractness of information requested) and five variables were found to be significant for high-performing readers (including the four listed above and passage coherence); only the number of falsifiable distractors was a significant predictor for low-performing readers. Implications for assessing reading comprehension are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Effect of Different Selected-response Item Formats for Reading Comprehension.
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  Data: <searchLink fieldCode="AR" term="%22Becker%2C+Anthony%22">Becker, Anthony</searchLink><br /><searchLink fieldCode="AR" term="%22Nekrasova-Beker%2C+Tatiana%22">Nekrasova-Beker, Tatiana</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Oct-Dec2018, Vol. 23 Issue 4, p296-317. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Pearson+Test+of+English+Academic%22">Pearson Test of English Academic</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+choice+examinations%22">Multiple choice examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink>
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  Data: 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) multiple-choice (choose multiple answers), c) re-order paragraphs, d) reading (fill-in-the-blanks), and e) reading and writing (fill-in-the-blanks). Utilizing a multiple regression approach, the criterion measure consisted of item difficulty scores for 172 items. 18 passage, passage-question, and response-format variables served as predictors. Overall, four significant predictors were identified for the entire group (i.e., sentence length, falsifiable distractors, number of correct options, and abstractness of information requested) and five variables were found to be significant for high-performing readers (including the four listed above and passage coherence); only the number of falsifiable distractors was a significant predictor for low-performing readers. Implications for assessing reading comprehension are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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