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Comprehension Test (comprehension + test)

Distribution by Scientific Domains

Education	62%

Kinds of Comprehension Test

reading comprehension test

Selected Abstracts

The Influence of Several Factors on Reliability for Complex Reading Comprehension Tests

JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2002
Guemin Lee
The purpose of this study was to investigate the effects of items, passages, contents, themes, and types of passages on the reliability and standard errors of measurement for complex reading comprehension tests. Seven different generalizability theory models were used in the analyses. Results indicated that generalizability coefficients estimated using multivariate models incorporating content strata and types of passages were similar in size to reliability estimates based upon a model that did not include these factors. In contrast, incorporating passages and themes within univariate generalizability theory models produced non-negligible differences in the reliability estimates. This suggested that passages and themes be taken into account when evaluating the reliability of test scores for complex reading comprehension tests. [source]

Using pop-up windows to improve multimedia learning

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2006
S. Erhel
Abstract The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, with textual information integrated within the picture, or with textual information integrated within the picture with pop-up windows. The results showed that the integrated formats were more effective than the separated format when we tested the retention of textual information, comprehension and the matching of textual elements to the appropriate illustrated elements. Furthermore, they indicated that the group working with pop-up windows performed better than the integrated groups on the retention test for illustrated information as well as when asked to find correct solutions to problems in a comprehension test. Consequently, these findings support the use of pop-up windows in learning with this kind of illustrated explanatory text. [source]

Effectiveness of hypermedia annotations for foreign language reading

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2005
Asim Sakar
Abstract This study first explores intermediate-level English learners' preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general. [source]

Gender differences in reading ability and attitudes: examining where these differences lie

JOURNAL OF RESEARCH IN READING, Issue 2 2009
Sarah Logan
The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation. [source]

Drawing facilitates children's reports of factual and narrative information: implications for educational contexts

APPLIED COGNITIVE PSYCHOLOGY, Issue 7 2009
Julien Gross
In the present study, we examined the effect of drawing on children's reports of an educational event. Five- and 6-year-old children visited a local museum and were interviewed either 1,2 days or 7 months later. After each delay, half of the children were asked to tell about what they had learned during their visit to the museum and the other half were given the opportunity to draw while telling. All children were also given a standard comprehension test, covering material that the museum staff considered to be most relevant to the visit. When tested after a short delay, children who drew while talking reported more factual and more narrative information than children who did not draw. When tested after a long delay, drawing only enhanced children's reports of narrative information. After both delays, children's verbal descriptions of the event exceeded their scores on the comprehension test. These data have important practical implications for the educational value of museum visits and suggest a new method of assessing children's learning in educational contexts. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Attention cueing as a means to enhance learning from an animation

APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2007
Björn B. de Koning
The question how animations should be designed so that learning is optimised, is still under discussion. Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the learners' attention to one element (i.e. process) of an animation using a cueing technique. Psychology students viewed an animation of the cardiovascular system and were subsequently given a comprehension test and a transfer test. One group studied the animation without a visual cue, while for another group a visual cue was added to the animation. Results indicated that cueing not only enhanced comprehension and transfer performance for cued information, but also for uncued information. It is concluded that cueing can be used as a technique to improve learning from an animation. Results are interpreted in terms of cognitive load theory (CLT). Copyright © 2007 John Wiley & Sons, Ltd. [source]