Standardized reading comprehension tests (RCTs) usually consist of a small
number of texts each accompanied by several multiple-choice questions, with
texts and questions simultaneously presented. The score the common measure of
reading comprehension ability in RCTs is the score. Literature review
suggests that strategies subjects employ may influence their performance on
RCT, however the score itself provides no information on the specific
strategy employed. Knowledge of test-taking strategies could have impact on
understanding of the actual purpose and benefits of using RCTs in pedagogical
and psychological practice. With the ultimate objective of constructing a
first standard RCT in Serbian language, the preliminary step we took was to
conduct an experimental reading comprehension task (ERCT) consisting of 27
short texts displayed in succession, each followed by a single multiplechoice
question. Using qualitative analysis of subjects? responses in
semi-structured postexperimental interview, we identified four overall
strategies used on ERCT. Our results show that groups of students who used
specific strategies differed significantly from one another in text reading
time, with no differences found regarding the question reading and answering
time. More importantly, there were no significant between-group differences
found in terms of ERCT score. These findings suggest that choice of strategy
is a way to optimize the relation between one?s own potential and ERCT task
requirements. RCT based on ERCT principles would allow for a flexible choice
of strategy which would not influence the final score.
Computer-based vs. Paper-based Writing Tests: A Comparative Study of Test Taking Strategies
