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考试的共同要素:阅读和回答问题
Scott P Ardoin1, Katherine S Binder2, Christina Novelli1
1Department of Educational Psychology, University of Georgia.
School psychology (Washington, D.C.)
|October 10, 2024
概括
学生 学生 学生 学生 学生
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 阅读研究研究 阅读研究研究
背景情况:
- 阅读理解 (RC) 测试旨在评估文本理解.
- 学生的考试策略有时会阻碍理解.
- 问题阅读策略在RC表现中的作用还没有得到充分研究.
研究的目的:
- 调查学生在RC测试中如何阅读多选择题.
- 检查阅读问题时眼睛运动与阅读成绩之间的关系.
- 为了识别不同级别的问题阅读策略的差异.
主要方法:
- 在248名三年级,五年级和八年级学生中使用了眼睛追踪技术.
- 记录学生阅读文本和回答RC问题时的眼动.
- 分析眼动数据以编码策略并测量花在问题和选项上的时间.
主要成果:
- 在阅读问题时的眼动与整体阅读成绩相关.
- 不太熟练的读者在阅读问题时表现出与文本相关的挑战.
- 在问题阅读阶段,战略使用和认知过程各不相同.
结论:
- 在阅读问题时学生的策略对于RC测试的表现至关重要.
- 教育干预措施应与文本理解一起解决问题阅读策略.
- 眼睛跟踪在标准化测试期间提供了对认知过程的洞察.
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