Investigating the Construct Measured by Banked Gap-Fill Items: Evidence from Eye-Tracking

Autor/inn/en	McCray, Gareth; Brunfaut, Tineke
Titel	Investigating the Construct Measured by Banked Gap-Fill Items: Evidence from Eye-Tracking
Quelle	In: Language Testing, 35 (2018) 1, S.51-73 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532216677105
Schlagwörter	Language Tests; Test Items; Item Analysis; Eye Movements; Cognitive Processes; Reading Tests; Language Proficiency; Scores; Test Construction; Test Validity; Graduate Students; Undergraduate Students; English (Second Language); Second Language Learning; Measures (Individuals); Statistical Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Test content; Testaufgabe; Itemanalyse; Augenbewegung; Cognitive process; Kognitiver Prozess; Lesetest; Language skill; Language skills; Sprachkompetenz; Testaufbau; Testvalidität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Messdaten; Statistische Analyse; Ausland; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01