The effects of alternative reading assessment techniques and English language ability on reading comprehension of Thai high school students

Abstract

The purposes of the study were to investigate (1) the effects of the two reading assessment techniques: the Information-transfer Technique (IT) and the Summary Technique (ST), and the test takers’ English language ability on their reading comprehension scores; (2) the test takers’ reading and test-taking strategies while responding to the IT and the ST. The subjects were 180 Thai 9 [superscript th ] grade high school students. They were randomly selected and randomly assigned to take each assessment technique. The research instruments included the IT, the ST, and the semi-structure interview. The data from the IT and the ST administration were quantitatively analyzed by Two-Way ANOVA and the interview was qualitatively analyzed by content analysis. The findings of the study were as follows. First, it revealed a significant difference between the IT and the ST. The mean score of the test takers assessed by the IT was lower than that of the test takers assessed by the ST. Second, the mean score of the test takers with low ability was different from the mean score of those with average ability and the mean score of those with high ability. Third, the ST had more of an effect on the test takers with low ability than it did on the test takers with average or high ability. Finally, the test takers’ reading and test-taking strategies, particularly those of the test takers with high ability confirmed the constructs of the IT and the ST. In addition, most of the test takers from the three ability groups had positive attitudes towards the IT and the ST. Specifically, the IT was viewed as an innovative and game-like task. This study can offer theoretical and practical implications. It has provided more insights into the theory of reading components, test development and test validation process. The findings of reading and test-taking strategies of the test takers with different levels have implications for reading instruction. Reading courses embedded with the training of reading strategies for global comprehension should be designed to enhance the students’ reading ability.