On-line assessment of comprehension processes

• Tomás Martínez Giménez ^[1] ; Eduardo Vidal-Abarca Gámez ^[1] ; Laura Gil Pelluch ^[1] ; Ramiro Gilabert Pérez ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 12, Nº. 1, 2009, págs. 308-319
• Idioma: inglés
• DOI: 10.1017/s1138741600001700
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    En el presente artículo presentamos una nueva versión de un test de comprensión estandarizado de lápiz y papel llamado Test de Procesos de Comprensión (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007), el cual ha sido adaptado a un entorno electrónico mediante la utilización una técnica de ventana móvil. Esta versión electrónica puede ser usada para diagnosticar estrategias de comprensión de escolares entre 5⍛ de Primaria y 4⍛ de Educación Secundaria Obligatoria (11 a 16 años). Las estrategias de comprensión se miden registrando tiempos de lectura y visitas a segmentos relevantes del texto de forma on-line durante el proceso de responder a preguntas del texto. Los resultados muestran en primer lugar que la versión electrónica es similar a la versión papel y lápiz. En segundo lugar, se muestran diferentes estrategias durante el proceso de respuesta a preguntas del texto que son características de estudiantes con estrategias de comprensión de nivel alto, medio y bajo.

  • English

    In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11 to 16 years old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computer-based version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the particular strategies deployed during the question-answering process by high, medium and low comprehenders.

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