Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach

Mariya A. Yukhymenko-Lescroart, Susan R. Goldman, Kimberly A. Lawless, James W. Pellegrino, Cynthia R. Shanahan

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)549-566
Number of pages18
JournalEducational Psychology
Volume42
Issue number5
DOIs
StatePublished - 2022

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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