NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1085807
Record Type: Journal
Publication Date: 2016-Feb
Pages: 6
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0734-2829
Helping Poor Readers Demonstrate Their Science Competence: Item Characteristics Supporting Text-Picture Integration
Saß, Steffani; Schütte, Kerstin
Journal of Psychoeducational Assessment, v34 n1 p91-96 Feb 2016
Solving test items might require abilities in test-takers other than the construct the test was designed to assess. Item and student characteristics such as item format or reading comprehension can impact the test result. This experiment is based on cognitive theories of text and picture comprehension. It examines whether integration aids, which relate pictorial representations to the corresponding textual representations in item stimuli, affect performance in a science test. The results show that items containing referential connections between both representations and highlighting associated information are easier to solve than non-integrated items (i.e., items without aids). However, this is only true for information-complementary representations, not for information-equivalent representations. Furthermore, an effect of reading comprehension on students' test performance observed when complementary information was presented in a non-integrated format was absent in the integrated format condition.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany