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  • McCray&Brunfaut2018

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Investigating the construct measured by banked gap-fill items: evidence from eye-tracking

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Investigating the construct measured by banked gap-fill items: evidence from eye-tracking. / McCray, Gareth; Brunfaut, Tineke.
In: Language Testing, Vol. 35, No. 1, 01.01.2018, p. 51-73.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

McCray, G & Brunfaut, T 2018, 'Investigating the construct measured by banked gap-fill items: evidence from eye-tracking', Language Testing, vol. 35, no. 1, pp. 51-73. https://doi.org/10.1177/0265532216677105

APA

McCray, G., & Brunfaut, T. (2018). Investigating the construct measured by banked gap-fill items: evidence from eye-tracking. Language Testing, 35(1), 51-73. https://doi.org/10.1177/0265532216677105

Vancouver

McCray G, Brunfaut T. Investigating the construct measured by banked gap-fill items: evidence from eye-tracking. Language Testing. 2018 Jan 1;35(1):51-73. Epub 2016 Nov 23. doi: 10.1177/0265532216677105

Author

McCray, Gareth ; Brunfaut, Tineke. / Investigating the construct measured by banked gap-fill items : evidence from eye-tracking. In: Language Testing. 2018 ; Vol. 35, No. 1. pp. 51-73.

Bibtex

@article{f37bf56a9ed64cfa938beea5c6d87892,
title = "Investigating the construct measured by banked gap-fill items: evidence from eye-tracking",
abstract = "This study investigates test-takers{\textquoteright} processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers{\textquoteright} eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven on-line eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers{\textquoteright} level of performance on the tasks overall. In particular, as hypothesised, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.",
keywords = "testing reading, eye tracking, banked gap-fill, cloze, cognitive processing",
author = "Gareth McCray and Tineke Brunfaut",
year = "2018",
month = jan,
day = "1",
doi = "10.1177/0265532216677105",
language = "English",
volume = "35",
pages = "51--73",
journal = "Language Testing",
issn = "0265-5322",
publisher = "SAGE Publications Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Investigating the construct measured by banked gap-fill items

T2 - evidence from eye-tracking

AU - McCray, Gareth

AU - Brunfaut, Tineke

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This study investigates test-takers’ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers’ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven on-line eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers’ level of performance on the tasks overall. In particular, as hypothesised, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.

AB - This study investigates test-takers’ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers’ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven on-line eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers’ level of performance on the tasks overall. In particular, as hypothesised, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.

KW - testing reading

KW - eye tracking

KW - banked gap-fill

KW - cloze

KW - cognitive processing

U2 - 10.1177/0265532216677105

DO - 10.1177/0265532216677105

M3 - Journal article

VL - 35

SP - 51

EP - 73

JO - Language Testing

JF - Language Testing

SN - 0265-5322

IS - 1

ER -