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ERIC Number: ED333433
Record Type: RIE
Publication Date: 1990
Pages: 75
Abstractor: N/A
Reference Count: N/A
Comparison of Measures of the Domain of Learning in Literature. Report Series 3.2.
Purves, Alan C.; And Others
After establishing a theoretical depiction of the domain of literature learning, a study developed test packages which examined: (1) the relationship among multiple choice, short open-ended, and long open-ended responses; (2) whether there would be differences according to the genres; (3) the relationship between literary and non-literary texts, both with respect to practice and with respect to aesthetic judgment; and (4) the concern about the scoring of open-ended responses, and whether the quality of writing could be distinguished from the quality of the understanding of the text. Tests were administered to a sample of tenth, eleventh, and twelfth graders in New York State. Results tended to validate the model that knowledge, practice, and preference are related but not highly interrelated aspects of the construct of literature learning, and that a comprehensive measure of student performance should address each of these three areas. It appears that within the knowledge domain, textual knowledge and knowledge of critical terms are distinct, particularly in their relationship to the practice of reading and responding. Within the domain of practice, more than one passage is needed to get some estimate of a student's performance across text-types. It seems to make little difference whether open-ended or multiple choice questions are used, but open-ended questions probably present somewhat more of a challenge to students than do multiple choice questions. (One table of data and one figure are included; sample measures, 20 references, and 28 tables of data are attached.) (PRA)
Literature Center, University at Albany Ed B-9, 1400 Washington Ave., Albany, NY 12222.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.
Identifiers: Learning Patterns; New York; Text Factors