Journal
EDUCATIONAL PSYCHOLOGY
Volume 42, Issue 5, Pages 549-566Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/01443410.2020.1811840
Keywords
Multiple text comprehension; verification task; inference task; signal detection theory; sensitivity; adolescence; assessment
Funding
- (Project READI) the Institute of Education Sciences, U.S. Department of Education [R305F100007]
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In order to assess the comprehension of explicitly and implicitly presented information in multiple texts, this study developed a verification task approach. The results showed that students found it easier to verify explicit statements within a single text and more difficult to verify implicit statements across texts.
To extend the existing research examining multiple text comprehension and its assessment, we developed a verification task approach to assessing of information that wasexplicitlyandimplicitlypresentedwithinand across nine texts. A nonparametric form of signal detection theory was used to analyse the performance of 47 middle school students using a rating response scale to judge the truth value of specific statements. The results showed that the four types of statements in the verification task (explicit and implicit; within- and across- text) behaved systematically: within-text explicit statements were the easiest for students to verify as true and across-text implicit statements were the most difficult. Practical implications of these results regarding assessment of complex comprehension processes are discussed.
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