scholarly journals Careful Reading versus Expeditious Reading: Investigating the Construct Validity of a Multiple-choice Reading Test

2013 ◽  
Vol 3 (6) ◽  
Author(s):  
Godefroid B. Katalayi ◽  
Sivakumar Sivasubramaniam
Keyword(s):  
Construct Validity ◽  
Multiple Choice ◽  
Reading Test

scholarly journals Can the Reading Construct Be Examined outside the Reading Context? An Investigation of the Construct Validity of an English as a Foreign Language Reading Test

2018 ◽  
Vol 9 (4) ◽  
pp. 685 ◽  
Author(s):  
Godefroid B. Katalayi
Keyword(s):  
Construct Validity ◽  
Text Processing ◽  
Multiple Choice ◽  
Reading Test ◽  
Test Context ◽  
School Students ◽  
Specific Test ◽  
Test Items ◽  
Close Relationship ◽  
Reading Context

This paper examines the construct validity of a multiple-choice reading test from the epistemological stance that supports a close relationship between test construct and test context. It aims to evaluate the extent to which the test tasks not only target the reading construct, but also come to grip with the specific test context (Katalayi & Sivasubramaniam, 2013). Fifty (50) multiple-choice items taken from the 2017 English state examination (ESE) were administered to 496 Grade 12 secondary school students and a concurrent strategies questionnaire was used to elicit information on participants’ use of strategies during test writing (Katalayi & Sivasubramaniam, 2014).  The findings indicate that, although the fifty item questions cover the whole range of reading construct by targeting all the processing levels; there is, however, a predominance of items that require text processing at higher level than those items that require text processing at lower level. This is to suggest that since the ESE includes higher level test items it does not reflect the context of the ESE; and therefore, it is untenable in the educational practices of language teaching and testing.

scholarly journals Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

2021 ◽  
Vol 11 (1) ◽  
pp. 130-138
Author(s):  
Muncar Winarti ◽  
Abdurrachman Faridi ◽  
Fahrur Rozi
Keyword(s):  
Construct Validity ◽  
Content Validity ◽  
Standardized Test ◽  
Multiple Choice ◽  
Achievement Test ◽  
Reading Test ◽  
Multiple Choice Questions ◽  
Good Test ◽  
Twelfth Grade ◽  
English Achievement

This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.

Item Difficulty Predictors of a Multiple-choice Reading Test

2010 ◽  
Vol 65 (4) ◽  
pp. 257-282
Author(s):  
전유아 ◽  
신택수
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Reading Test

scholarly journals Developing students’ reading achievement using PORPE Technique

2021 ◽  
Vol 6 (02) ◽  
pp. 56-63
Author(s):  
Nurhadiyanti -
Keyword(s):  
Reading Achievement ◽  
Experimental Design ◽  
Multiple Choice ◽  
T Test ◽  
Reading Test ◽  
Control Groups ◽  
Reading Tests ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
Written Test

The purpose of this study was to examine the application of the PORPE technique in enhancing the eleventh-grade students’ reading achievement of SMAN 3 Unggulan Kayuagung. Since there were five classes with 157 students, the samples were selected using purposive sampling. As a result, there were 62 students who took part as the sample.  This study used a quasi-experimental design with nonrandomized pretest and posttest control groups. The data was gathered employing a written test, which was a multiple-choice reading test. The data was analyzed using the t-test. The results revealed that students who were taught through PORPE technique scored higher on reading tests. Besides, PORPE technique could improve the eleventh grade students’ reading achievement of SMAN 3 Unggulan Kayuagung. Hence, students could understand the information form the text and were confidence in answering the questions.

scholarly journals Die betroubaarheid en faktorstruktuur van die aangepaste meervoudige keuse-formaat van die miner sentence completion scale (MSCS)

1991 ◽  
Vol 17 (2) ◽  
Author(s):  
A. S. Engelbrecht ◽  
L. C. De Jager
Keyword(s):  
Construct Validity ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Internal Consistency ◽  
Multiple Choice ◽  
Sentence Completion ◽  
Measuring Instrument ◽  
Research Findings

The reliability and factor structure of the adapted multiple choice version of the Miner Sentence Completion Scale (MSCS). In this study the multiple choice MSCS was adapted as a result of several criticisms thereof. The internal consistency and factor structure of the adapted MSCS were determined to ascertain the reliability and construct validity of the questionnaire. Results show that the internal consistency is unsatisfactory and that the factor structure is so complex that interpretation becomes virtually impossible. In light of the results of this study and other research findings of the psychometric properties of the MSCS, it is recommended that a new measuring instrument for managerial motivation be developed that will enable a valid testing of the managerial rolemotivation theory. Opsomming Na aanleiding van verskeie punte van kritiek teen die MSCS is die meervoudige keuse-MSCS in hierdie studie aangepas. Ten einde 'n aanduiding van die betroubaarheid en konstrukgeldigheid van die aangepaste MSCS te verkry, is die interne konsekwentheid en faktorstruktuur daarvan bepaal. Die resultate dui daarop dat die interne konsekwentheid onbevredigend en die faktorstruktuur te kompleks vir interpretasie is. In die lig van die bevindinge van hierdie studie, en ander navorsingsbevindinge oor die psigometriese eienskappe van die MSCS, word aanbeveel dat 'n nuwe meetinstrument van bestuursmotivering ontwikkel word wat 'n geldige toetsing van die bestuursrol-motiveringsteorie moontlik sal maak.

scholarly journals The Construction of Two Types of Cloze Reading Tests for College Students

1972 ◽  
Vol 5 (1) ◽  
pp. 60-64 ◽  
Author(s):  
A. Garr Cranney
Keyword(s):  
Cross Validation ◽  
Short Form ◽  
Multiple Choice ◽  
Reading Test ◽  
Item Selection ◽  
Common Variance ◽  
Reading Tests ◽  
Selection Procedures ◽  
Validity Coefficient ◽  
Cloze Test

A machine-scorable multiple-choice cloze test based on college textbooks was administered to 100 sophomores who also took the Cooperative Reading Test, C-2, Form R. Validity coefficients of a long and a short form of the cloze test indicated about 26% of common variance with the comprehension section of the Cooperative Reading Test. Kuder-Richardson-20 reliability coefficients were .88 and .86 on the cloze test. A similar cloze test, but without the multiple-choice format, was constructed and shortened from 300 to 135 items. Elimination of the less effective items diminished both the reliability coefficient from .93 to .83 and the validity coefficient from .52 to .51. Further study of item selection procedures and cross validation was recommended.

Information Removed from Multiple-Choice Item Responses by Selected Grammatical Categories

1968 ◽  
Vol 23 (2) ◽  
pp. 613-614 ◽  
Author(s):  
A. C. Bickley ◽  
Wendell W. Weaver ◽  
Fraughton G. Ford
Keyword(s):  
Multiple Choice ◽  
Reading Test ◽  
Grammatical Categories ◽  
Multiple Choice Item ◽  
Item Responses

Using a black-out technique, certain grammatical classes of words were deleted from standard reading-test paragraphs and the effects upon multiple-choice item responses examined. The deletion of nouns removed the most information, but many items were answered when the entire paragraph was deleted.

The Construct Validity of a Reading Test Based on Narrative Texts

2015 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Godefroid B. Katalayi ◽  
Sivakumar Sivasubramaniam
Keyword(s):  
Construct Validity ◽  
Reading Test ◽  
Narrative Texts

scholarly journals Students’ Problems in Answering Reading Comprehension Question of Descriptive Text in The “Mandiri” Textbook Published by Erlangga at SMPN 1 Kepahiang

2020 ◽  
Vol 1 (2) ◽  
pp. 161-174
Author(s):  
Meri Diana ◽  
Syahrial Syahrial ◽  
Wisma Yunita
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Main Idea ◽  
Reading Test ◽  
Specific Information ◽  
Comprehension Question ◽  
Four Causes ◽  
Descriptive Method

This research aimed to find out the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published and the causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang. The design of this research was a descriptive quantitative research. This research was designed based on the problems identified and arranged to adjust the main purpose of the research, so that the researcher employed descriptive method. The researcher took 50 students as the sample of this research. The instruments of this study were reading test and interview guideline. The researcher used a reading test in multiple choice forms consisted of fourty numbers of questions included in Mandiri textbook published by Erlangga. Another instrument was an interview guideline. The interview guideline was arranged based on the result of the reading test to reconfirm the result of the reading test and to get an indepth data on the causes of students’ difficulties in reading comprehension. The findings of this research were; (1) the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang were finding main idea, identifying specific information, inference, and vocabulary; (2) there were four causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang; (a) finding main idea is rather complicated, the students need to read the text repeatly to find the main idea; (b) the students need to read from the beginning to finish this description so that they can get the information and answer the questions given; (c) to find inferences they must know the text well and clearly; (d) There are some words that they find difficult to understand and they have never met. They answered that there are some words which are not familiar to them.  

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