Development and Validation of the Test Takers' Metacognitive Awareness Reading Questionnaire (TMARQ)

Autor/inn/en	Zhang, Limei; Aryadoust, Vahid; Zhang, Lawrence Jun
Titel	Development and Validation of the Test Takers' Metacognitive Awareness Reading Questionnaire (TMARQ)
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0083-z
Schlagwörter	Metacognition; Reading Tests; Questionnaires; Program Validation; Reading Comprehension; Test Validity; Structural Equation Models; Item Response Theory; Test Construction; Psychometrics + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesetest; Fragebogen; Leseverstehen; Testvalidität; Item-Response-Theorie; Testaufbau; Psychometry; Psychometrie
Abstract	This article reports the development of the Test Takers' Metacognitive Awareness Reading Questionnaire (TMARQ) which measures test takers' metacognition in reading comprehension tests. The TMARQ comprises seven subscales: planning strategies, evaluating strategies, monitoring strategies, strategies for identifying important information, inference-making strategies, integrating strategies, and supporting strategies. In this article, a validity argument is laid out for the questionnaire by presenting content-referenced, substantive, and structural evidence of validity, which is primarily yielded through Rasch measurement and structural equation modeling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01