Measuring Strategy Use in Context with Multiple-Choice Items

Autor/inn/en	Cromley, Jennifer; Azevedo, Roger
Titel	Measuring Strategy Use in Context with Multiple-Choice Items
Quelle	In: Metacognition and Learning, 6 (2011) 2, S.155-177 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-011-9070-z
Schlagwörter	Reading Comprehension; Validity; Reliability; Multiple Choice Tests; High School Students; College Students; Predictor Variables; Federal Aid; Psychometrics; Measurement Techniques; Metacognition; Reading Strategies; Learning Strategies; Learning Processes; Pennsylvania + Suchen Sie Ihr Suchwort? Leseverstehen; Gültigkeit; Reliabilität; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Prädiktor; Psychometry; Psychometrie; Messtechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess
Abstract	A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students' strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension. One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students, and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. [This paper was presented at the 2009 annual conference of the European Association for Research in Learning and Instruction, Amsterdam, The Netherlands, August 24-27, 2009.] (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10