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ERIC Number: EJ995994
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1543-4303
Exploring Reading Processes in an Academic Reading Test Using Short-Answer Questions
Weigle, Sara Cushing; Yang, WeiWei; Montee, Megan
Language Assessment Quarterly, v10 n1 p28-48 2013
Integrated reading/writing tasks are becoming more common in large-scale language tests. Much of the research on these tasks has focused on writing through reading; assessing reading through writing is a less explored area. In this article we describe a reading-into-writing task that is intended to measure both reading comprehension and language use on an academic English test. The task involves responding to short-answer questions (SAQs) that require examinees to use their own words to state the main idea of a text, draw inferences, or synthesize information across multiple texts. The article presents results of a two-part study addressing the validity of this method of assessing reading by investigating the cognitive processes involved in responding to SAQs. First, we present the results of a qualitative study of five nonnative English-speaking students, who provided verbal protocols as they read the texts and responded to the SAQs. Next, we present data from a larger sample of students focusing specifically on the cognitive processes used when reading the texts for the purpose of responding to SAQs. Implications of the study for the validity of this method of testing are discussed. (Contains 4 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia