Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach

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.

Automated summary

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.