Abstract
This study examines how passage availability and reading comprehension question format (open-ended vs. multiple-choice) influence question answering. In two experiments, college undergraduates read an expository passage and answered open-ended and multiple-choice versions of text-based, local, and global bridging inference questions. Half the participants were allowed to refer to the passage when answering the questions and half were not. Participants' prior domain knowledge relating to the text contents was assessed using multiple-choice and open-ended questions. Correlation-based analyses in the two experiments indicated: (a) a decline in the relationship between prior domain knowledge and comprehension when the passage was available during question answering; and (b) a high correlation between multiple-choice and open-ended question answering performance when the passage was not available for reference. Overall the results indicate that the nature of the reading comprehension assessment is influenced by the specific task with which comprehension is assessed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 399-438 |
| Number of pages | 40 |
| Journal | Cognition and Instruction |
| Volume | 25 |
| Issue number | 4 |
| State | Published - 2007 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
Cite this
Influence of question format and text availability on the assessment of expository text comprehension. / Ozuru, Yasuhiro; Best, Rachel; Bell, Courtney; Johnson, Amy; McNamara, Danielle.
In: Cognition and Instruction, Vol. 25, No. 4, 2007, p. 399-438.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Influence of question format and text availability on the assessment of expository text comprehension
AU - Ozuru, Yasuhiro
AU - Best, Rachel
AU - Bell, Courtney
AU - Johnson, Amy
AU - McNamara, Danielle
PY - 2007
Y1 - 2007
N2 - This study examines how passage availability and reading comprehension question format (open-ended vs. multiple-choice) influence question answering. In two experiments, college undergraduates read an expository passage and answered open-ended and multiple-choice versions of text-based, local, and global bridging inference questions. Half the participants were allowed to refer to the passage when answering the questions and half were not. Participants' prior domain knowledge relating to the text contents was assessed using multiple-choice and open-ended questions. Correlation-based analyses in the two experiments indicated: (a) a decline in the relationship between prior domain knowledge and comprehension when the passage was available during question answering; and (b) a high correlation between multiple-choice and open-ended question answering performance when the passage was not available for reference. Overall the results indicate that the nature of the reading comprehension assessment is influenced by the specific task with which comprehension is assessed.
AB - This study examines how passage availability and reading comprehension question format (open-ended vs. multiple-choice) influence question answering. In two experiments, college undergraduates read an expository passage and answered open-ended and multiple-choice versions of text-based, local, and global bridging inference questions. Half the participants were allowed to refer to the passage when answering the questions and half were not. Participants' prior domain knowledge relating to the text contents was assessed using multiple-choice and open-ended questions. Correlation-based analyses in the two experiments indicated: (a) a decline in the relationship between prior domain knowledge and comprehension when the passage was available during question answering; and (b) a high correlation between multiple-choice and open-ended question answering performance when the passage was not available for reference. Overall the results indicate that the nature of the reading comprehension assessment is influenced by the specific task with which comprehension is assessed.
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M3 - Article
AN - SCOPUS:38349070466
VL - 25
SP - 399
EP - 438
JO - Cognition and Instruction
JF - Cognition and Instruction
SN - 0737-0008
IS - 4
ER -