Abstract
Studies have been done on finding construct-irrelevant factors and cognitive processes involved in test taking. Previous studies have explored correlations between reading comprehension (RC) ability and psychological variables such as creativity and intelligence reporting significant relations. Many researchers trying to figure out the difference between diverse formats performance. The present study takes interest in investigating if each test format performance is affected by cognitive traits of test takers. It investigates the effects of three psychological variables including Fluid intelligence (Gf), Crystallized intelligence (gc), and creativity (C) on reading comprehension (RC) performance where Multiple-Choice (MC) and Constructed-Response (CR) formats are involved for English as a Foreign Language (EFL) Learners. The relations among all five variables are examined applying Structural Equation Modeling (SEM) by hypothesizing a model related to the previous researches. The model goes through modifications twice and the final revision reports the relationships. Path analysis demonstrates direct significant effects in paths for Gc-MC, Gc-CR, Gf-CR and indirect significant effects in Gf-MC, creativity-MC, and creativity-CR. Therefore, CR items are the most affected format by those cognitive variables. The results are further discussed and concluded in more details.
Highlights
Test validity has been the concern of the researchers and teachers as an important factor in designing tests in language testing
It investigates the effects of three psychological variables including Fluid intelligence (Gf), Crystallized intelligence, and creativity (C) on reading comprehension (RC) performance where Multiple-Choice (MC) and ConstructedResponse (CR) formats are involved for English as a Foreign Language (EFL) Learners
Path analysis as a member of Structural Equation Modeling (SEM) family is a structural model for observed variables (Kline, 2011)
Summary
Test validity has been the concern of the researchers and teachers as an important factor in designing tests in language testing. Kunnan (2004) argues that certain test formats make some students with specific abilities more successful in test performance than the others who do not possess those abilities. This threatens the validity of the tests. As stated by In’nami and Koizumi (2009), these two formats (MC & CR) in the literature have been the most explored comparison with each study reporting a different result. This leads the current study to consider only those formats in English reading comprehension (RC) for analysis
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