Assessing Information Synthesis within and across Multiple Texts with Verification Tasks: A Signal Detection Theory Approach

Autor/inn/en	Yukhymenko-Lescroart, Mariya A.; Goldman, Susan R.; Lawless, Kimberly A.; Pellegrino, James W.; Shanahan, Cynthia R.
Titel	Assessing Information Synthesis within and across Multiple Texts with Verification Tasks: A Signal Detection Theory Approach
Quelle	In: Educational Psychology, 42 (2022) 5, S.549-566 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yukhymenko-Lescroart, Mariya A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1811840
Schlagwörter	Task Analysis; Reading Comprehension; Middle School Students; Nonparametric Statistics; Information Sources; Cognitive Processes; Rating Scales; Ethics; Decision Making; Identification; Text Structure; Responses; Scoring + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Information source; Informationsquelle; Cognitive process; Kognitiver Prozess; Rating-Skala; Ethik; Decision-making; Entscheidungsfindung; Identifikation; Identifizierung; Textstruktur; Bewertung
Abstract	To extend the existing research examining multiple text comprehension and its assessment, we developed a verification task approach to assessing of information that was "explicitly" and "implicitly" presented "within" and across nine texts. A nonparametric form of signal detection theory was used to analyse the performance of 47 middle school students using a rating response scale to judge the truth value of specific statements. The results showed that the four types of statements in the verification task (explicit and implicit; within- and across- text) behaved systematically: within-text explicit statements were the easiest for students to verify as true and across-text implicit statements were the most difficult. Practical implications of these results regarding assessment of complex comprehension processes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01