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ERIC Number: ED433366
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Different Test-Taking Conditions on Reading Comprehension Test Performance.
Bishop, N. Scott; Frisbie, David A.
Prior research has shown that test takers use a variety of strategies when taking passage-based reading comprehension tests. The specific effects that these alternative strategies have on actual examinee test performance are largely unknown. Evidence suggesting that performance differences exist across testing conditions would imply that the meanings and interpretations that are associated with the corresponding test scores have limited generalizability. In other words, this is an issue related to the validity of the scores from reading comprehension tests. This study addressed the question of whether different test-taking conditions affect reading comprehension test performance (as indicated by total test scores and work rates) and whether the grade level or item cognitive/process classification interacts with the test-taking approach. More than 300 students in grades 3, 5, and 7 took the Iowa Tests of Basic Skills reading comprehension test in conditions that asked them to read the questions before reading the passage or to read the passage before reading the questions. Significant differences were observed in both test scores and work rates. Students in the passages-first condition (standard test directions) had higher test scores at each grade level. Implications for testing practice are discussed. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills