The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking

Autor/in	Bax, Stephen
Titel	The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking
Quelle	In: Language Testing, 30 (2013) 4, S. 441-465Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532212473244
Schlagwörter	Forschungsbericht; Reading Tests; Eye Movements; Cognitive Processes; Language Tests; English (Second Language); Second Language Learning; Test Items; Computer Assisted Testing; Validity; Metacognition; Foreign Countries; Undergraduate Students; Item Analysis; Recall (Psychology); Interviews; Statistical Analysis; Mixed Methods Research; Malaysia; International English Language Testing System + Suchen Sie Ihr Suchwort? Lesetest; Augenbewegung; Cognitive process; Kognitiver Prozess; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Test content; Testaufgabe; Gültigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Itemanalyse; Abberufung; Interviewing; Interviewtechnik; Statistische Analyse; Language tests; Englisch
Abstract	The research described in this article investigates test takers' cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The project focused on differences in reading behaviours of successful and unsuccessful candidates while completing IELTS test items. A group of Malaysian undergraduates ("n" = 71) took an onscreen test consisting of two IELTS reading passages with 11 test items. Eye movements of a random sample of these participants ("n" = 38) were tracked. Stimulated recall interview data was collected to assist in interpretation of the eye-tracking data. Findings demonstrated significant differences between successful and unsuccessful test takers on a number of dimensions, including their ability to read expeditiously (Khalifa & Weir, 2009), and their focus on particular aspects of the test items and texts, while no observable difference was noted in other items. This offers new insights into the cognitive processes of candidates during reading tests. Findings will be of value to examination boards preparing reading tests, to teachers and learners, and also to researchers interested in the cognitive processes of readers. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10