Abstract

To extend the existing research examining multiple text comprehension and its assessment, we developed a verification task approach to assessing of information that was explicitly and implicitly presented within and 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.

摘要

为了扩展现有的研究多重文本理解及其评估，我们开发了一种验证任务方法来评估在其中明确和隐含呈现的信息并跨越九个文本。采用非参数形式的信号检测理论分析了 47 名中学生的表现，使用评分反应量表来判断特定陈述的真值。结果表明，验证任务中的四种类型的语句（显式和隐式；文本内和跨文本）表现出系统性：文本内显式语句最容易让学生验证真实，跨文本隐式语句是最容易验证的。最难的。讨论了这些结果对评估复杂理解过程的实际意义。