Abstract
In this study we evaluated two procedures for assessing on-line comprehension as students were reading computer-presented text. While reading, subjects either did not respond to on-line questions or they responded to multiple-choice (MC) questions, Sentence Verification Technique (SVT) test items, or a combination of the two assessment procedures. After reading the text, the subjects took a posttest that consisted of both MC and SVT items. An examination of the relationship between on-line performance and posttest performance indicated that MC items were slightly better predictors of posttest performance than SVT items. The results indicated, however, that SVT items would be the better predictors if test reliability could be improved. Additional analyses revealed no evidence of improved learning associated with embedding questions in text.
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