Graded Reader Comprehension Questions and Item Discrimination Analysis

Autor/inn/en	Ramonda, Kris; Sevigny, Paul
Titel	Graded Reader Comprehension Questions and Item Discrimination Analysis
Quelle	In: ELT Journal, 73 (2019) 3, S.265-274 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramonda, Kris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccy062
Schlagwörter	Reading Materials; Reading Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Classification; Reading Tests; Scores; Item Analysis; Test Items; Content Area Reading; Questioning Techniques; Instructional Materials + Suchen Sie Ihr Suchwort? Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; Lesetest; Itemanalyse; Test content; Testaufgabe; Sinnerfassendes Lesen; Befragungstechnik; Fragetechnik; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Although the benefits of extensive reading are well known, very little research has investigated the validity of assessment tools to measure general comprehension of graded readers. To address this, quizzes were authored for 42 level 2 Penguin graded readers and administered to 166 students over a semester. Item facility for high-scorers and low-scorers was calculated for the 168 question items from the 42 graded readers, and the resulting item discrimination (ID) score was used to categorize and group quiz items with shared structural and content-based features. The results showed that certain question types tend to be more effective for measuring comprehension of graded readers than others. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01