Measurement of Reading Comprehension Using Meaning-Based Paragraphs with
Multiple-Choice Questions
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Key Words:
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
In recent years, the studies on teaching reading have focused on "reading and
comprehension" or "reading comprehension” rather than "reading" because, he traditional
definition of reading has changed. Today, reading is defined as constructing meaning from
text. Not as the vocalization of written symbols. In this case, it can be said that the ultimate
goal of reading is comprehension, and anything can be text if it is possible to obtain meaning
from it.
Measuring reading comprehension is an important part of reading instruction.
Evaluating comprehension is very important critical for determining the success of reading
instruction and the competency of the reading teacher, the effectiveness of the instructional
materials used, for identifying students who have difficulty with reading comprehension,
selecting methods or strategies to resolve reading comprehension problems, and for
determining the efficacy of remedial instruction (Valencia & Pearson, 1988).
One of the instruments used to measure reading comprehension is the multiplechoice
tests. In our country, multiple-choice tests are used to determine students’ reading
comprehension levels at in each grade. Turkish teachers prefer to use these tests, which are
commonly marketed to schools and educators, to prepare students for exams.
Using such tests for evaluating students can be seen as the most economical and
fairest way to measure success in reading both, the classroom and at the national level.
However, it should be noted that multiple-choice questions have some limitations.
For example, students’ abilities and the difficulty of the question or passage are not
the only variables for choosing the correct answer in multiple-choice questions. There are
other variables, and the most important of these are choices. Having answers to choose from
is the most important source of predicting the correct response for students, as students tend
to choose the most reasonable option. Other limitations of multiple-choice tests are as follows
(Armbruster, Stevens & Rosenshine, 1977; Jenkins & Pany, 1978; Valencia & Pearson, 1988;
Katz, Lautenschlager, Blackburn & Harris, 1990; Burton, Sudweeks, Merrill & Wood, 1991):
• The complex structure of understanding and students’ individual differences;
• Difficult words and complex sentences;
• The differences between the course curriculum and the exam curriculum;
• Students’ familiarity with the subject and the passage structure;
• The length and structure of the selected passage;
• The reader’s emotional state;
• Using only some reading skills to resolve these questions;
• The effect of the chance factor;
• Multiple-choice questions measure student performance rather than potential;
• Multiple-choice questions deactivates the teachers
• Students who have learning difficulties may be at disadvantage;
• Preparing multiple-choice questions is very difficult.The aims of this study are determine the suitability of the multiple-choice questions
for meeting educational objectives in teaching of reading and to examine the reliability of
multiple-choice tests.
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Abstract (Original Language):
Bu araştırmanın amacı, paragraftan anlam kurmaya dayalı çoktan seçmeli soruların, genelde eğitimin, özelde okuma öğretiminin amaçlarını ne ölçüde gerçekleştirdiğini ve bu testlerin sonuçlarının ne kadar geçerli olduğunu tespit etmektir. Tarama modelindeki araştırmanın verileri odak grup tartışması tekniği ile toplanmıştır. Verilerin toplanmasında ve analizinde nitel araştırma tekniklerinden yararlanılmıştır. Odak grup tartışmalarında yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada iki farklı çalışma grubu ile çalışılmıştır. Birinci grup uzmanlık alanları Türkçenin Öğretimi olan toplam 18 öğretmenden; ikinci grup ise lise son sınıfa devam eden ve üniversiteye giriş sınavına hazırlanan 10 öğrenciden oluşmaktadır. Araştırma sonucunda, paragraftan anlam kurmaya dayalı çoktan seçmeli soruların, paragraf tam olarak anlaşılmadan da cevaplanabileceği; bu soruların Türkçe öğretiminin ilke ve hedeflerine uygun olmadığı ve öğrencilerin öncelikli amacının bu soruları paragrafı anlamadan cevaplamak olduğu belirlenmiştir.
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