Assessing information synthesis within and across multiple texts with verification tasks: A signal detection theory approach
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Assessing information synthesis within and across multiple texts with verification tasks: A signal detection theory approach
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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.
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Yukhymenko-Lescroart, M. A., Goldman, S. R., Lawless, K. A., Pellegrino, J. W., & Shanahan, C. R. (2020). Assessing information synthesis within and across multiple texts with verification tasks: A signal detection theory approach. Educational Psychology. https://doi.org/10.1080/01443410.2020.1811840
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“Assessing information synthesis within and across multiple texts with verification tasks: A signal detection theory approach,” Outstanding Faculty Publications, accessed October 5, 2024, https://facpub.library.fresnostate.edu.fsdigitalhumanities.com/items/show/226.