Mccray, G and Brunfaut, T (2016) Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. Language Testing, 35 (1). pp. 51-73. ISSN 1477-0946

[img]
Preview
Text
G McCray - Investigating the construct measured by banked gap fill items.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

Download (787kB) | Preview

Abstract

This study investigates test-takers’ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers’ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven online eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers’ level of performance on the tasks overall. In particular, as hypothesized, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Sage at https://doi.org/10.1177%2F0265532216677105 Please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: banked gap-fill, cloze, cognitive processing, eye-tracking, testing reading
Subjects: R Medicine > R Medicine (General)
R Medicine > RA Public aspects of medicine
Divisions: Faculty of Medicine and Health Sciences > Primary Care Health Sciences
Depositing User: Symplectic
Date Deposited: 02 Aug 2017 14:56
Last Modified: 28 Aug 2018 15:29
URI: http://eprints.keele.ac.uk/id/eprint/3889

Actions (login required)

View Item View Item