Gareth McCray g.mccray@keele.ac.uk
Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking
McCray
Authors
Abstract
This study investigates test-takers’ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers’ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven online eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers’ level of performance on the tasks overall. In particular, as hypothesized, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.
Citation
McCray. (2016). Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. Language Testing, 51-73. https://doi.org/10.1177/0265532216677105
Acceptance Date | Nov 23, 2016 |
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Publication Date | Nov 23, 2016 |
Journal | Language Testing |
Print ISSN | 0265-5322 |
Publisher | SAGE Publications |
Pages | 51-73 |
DOI | https://doi.org/10.1177/0265532216677105 |
Keywords | banked gap-fill, cloze, cognitive processing, eye-tracking, testing reading |
Publisher URL | https://doi.org/10.1177%2F0265532216677105 |
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