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- Title
Influencia de la Longitud, la Complejidad y la Inferencia en la Resolución de Pruebas de Comprensión Lectora Inferencial.
- Authors
Platas-García, Alejandra; Castro-Manzano, J. Martín; Reyes-Meza, Verónica; Gaona-Gordillo, Irene
- Abstract
Our interest in this research comes from our experience at reviewing and developing multiple-choice tests in order to measure reading comprehension skills at an undergraduate level. We have two goals: 1) to determine if the variables of length, complexity, and inference, of a reading comprehension test have an effect over students' performance and, consequently, 2) to argue in favour of tests that promote or include non-deductive inference in addition to deductive inference as a parameter of their design. To reach these goals we have applied an inferential reading comprehension test to a group of 187 undergraduate students. The obtained data was analysed with a generalized linear mixed model. Among the general results, we find that students perform better when the test requires them to carry out a non-deductive inference over complex and long texts; whereas their performance decreases when the test calls for a deductive inference over simple and short texts. These results seemingly support the claim that there is an influence of the properties of the test over the students reading comprehension, which, in turn, allows us to suggest that the design of reading comprehension tests might be enriched by taking into account a more inclusive concept of inference consistent with the notion of bounded rationality.
- Publication
Revista Iberoamericana de Evaluación Educativa, 2018, Vol 11, Issue 1, p73
- ISSN
1989-0397
- Publication type
Article
- DOI
10.15366/riee2018.11.1.006