Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study

Abstract

Understanding test-taking strategies (TTSs) and the variables that influence TTSs is crucial to understanding what reading comprehension tests measure. We examined how passage and student characteristics were associated with TTSs and their impact on response accuracy. Third (n = 78), fifth (n = 86), and eighth (n = 86) graders read and answered questions associated with six passages. Eye-movement records were used to code TTSs. Results indicated that TTS choice was related to passage and student characteristics. Passage characteristics that make comprehension more difficult resulted in more students choosing a TTS that did not involve reading passages in their entirety before answering questions. TTSs encompassing reading passages in their entirety before answering questions resulted in higher accuracy for 5th and 8th graders. Understanding TTS choices can aid our understanding of the processes measured by reading comprehension tests, what TTS should be encouraged, and what contributes to tests producing different outcomes.Educational relevance statementSchools spend considerable time and money collecting and interpreting the outcomes of reading comprehension tests. To truly understand what these test results mean, we must understand what students are doing when taking reading comprehension tests. Furthermore, we need to know to what extent certain tests and student characteristics might be associated with test-taking strategies that avoid reading passages for comprehension. Finally, teachers need to know whether certain test-taking strategies might positively or negatively impact response accuracy to know what strategies to teach and not to teach. The current study was designed to provide answers relevant to these important educational matters.