The effect of item format on the choice of reading and test-taking strategies
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Date
2018.
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TThesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018.
Abstract
Investigating the processes that test takers undergo when they answer reading comprehension questions is of utmost importance to make claims about cognitive validity of a test. As such, this study was motivated by the need to explore reading processes, reading and test-taking strategies that test takers utilize when they take a test in different formats, namely multiple-choice and open-ended formats. In order to find out whether there were any differences in terms of reading processes and strategy use in these question formats, the data were collected through a triangulation of eye tracking technology, retrospective verbal reports and short semi-structured interviews. The results showed that the scores of open-ended questions were higher than their multiple-choice equivalents. Eye-tracking data showed that the percentage of careful reading was higher in open-ended test format and a further analysis on eye movement data showed that test takers spent a longer time in the interest areas while answering open-ended questions. The results of verbal report data displayed that test takers used test-taking strategies more in multiple-choice items while they use reading strategies more in open-ended items. Lastly, interview results showed that the majority of test takers reported to have comprehended the text in open-ended format more. This study is important in terms of proving that test format has an effect on the reading processes of test takers and multiple-choice format reduces the amount of careful reading and alters normal reading processes. The study also shows the promising and valuable contribution of eye-tracking technology in investigating cognitive validity.