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ERIC Number: ED361675
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Schema-Based Reading Test.
Lewin, Beverly A.
Schemata based notions need not replace, but should be reflected in, product-centered reading tests. The contributions of schema theory to the psycholinguistic model of reading has been thoroughly reviewed. Schemata-based reading tests provide several advantages: (1) they engage the appropriate conceptual processes for the student which frees the student from the decoding task at hand, making the tests more comfortable for the students and more valid for the evaluator; (2) they ensure that students' grades correlate closely with their understanding of the basic structure of a text; (3) they would be in harmony with the psycholinguistic model of processing; and (4) they would use authentic academic texts, which are usually longer than the paragraph or page of existing tests, as the basis of course-leaving examinations. Five basic text structures have been the focus of the schemata literature: collection, descriptions, comparison/contrast, causation, and problem/solution. Many academic texts combine causation and problem/solution. Traditional test questions for such a text would not be weighted in relation to prominence in rhetorical structure. Such questions might include discrete-point questions or questions based on a holistic approach (based on a typographical unit, not on the structure of a text). Proposed schema-based questions on this type of academic text would explicitly address the problem, its causes and effects, a solution, and evaluation of the solution. Examples of specific types of test questions based on a sample text (discussing global food insecurity) are included; the sample text is attached. (RS)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A