Arşiv ve Dokümantasyon Merkezi
Dijital Arşivi

The effect of item format on the choice of reading and test-taking strategies

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dc.contributor Graduate Program in English Language Education.
dc.contributor.advisor Ünaldı, Aylin.
dc.contributor.author Akgül, Hatice.
dc.date.accessioned 2023-03-16T12:08:49Z
dc.date.available 2023-03-16T12:08:49Z
dc.date.issued 2018.
dc.identifier.other FLED 2018 A54
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/16591
dc.description.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.
dc.format.extent 30 cm.
dc.publisher TThesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018.
dc.subject.lcsh Reading Skills Competency Tests.
dc.title The effect of item format on the choice of reading and test-taking strategies
dc.format.pages xi, 131 leaves ;


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