خلاصة:
Multiple-choice tests do not assess examinees’ knowledge in accord with reality. In fact, the partial knowledge of examinees is not assessed. Providing a new approach to the assessment of reading comprehension in the framework of fuzzy logic, this study aims to measure this partial knowledge. In this approach, participants have to choose as many correct options as there are considering the stem. Therefore, the correct answer to each question can range from one option to all options. For the first session, an expository and an argumentative genre, and for the second session, the reading section of a TOEFL test was used. The results showed that the approach is fairer as it considers the partial knowledge of the examinees while in other common multiple-choice tests this is ignored. Also, the use of idea units as the units comprising a text gives us clues regarding the degree of difficulty of different parts of a text as well as clues about why misunderstanding may occur of the same text among different people.
ملخص الجهاز:
Developing and Validating a New Version of an EFL Multi- ple-Choice Reading Compre- hension Test Based on Fuzzy Logic1 Amir Hossein Shahballa2 Behzad Ghonsooly*3 Hosein Karami4 Received: 2019-07-05 | Revised: 2019-09-14 | Accepted: 2019-09-16 Abstract Multiple-choice tests do not assess examinees’ knowledge in accord with reality.
Providing a new approach to the assessment of reading comprehension in the framework of fuzzy logic, this study aims to measure this partial knowledge.
Keywords: Reading comprehension, Fuzzy logic, Multiple-choice tests, Partial knowledge, Fair assessment Introduction In the real world, there exist different problems which, according to Harris (2000), are one of the three categories.
Numerical values for a four-choice multiple-choice test Another study is the one by Cin and Baba (2008) who, in order to evaluate the English proficiency of students, developed a fuzzy multi-criteria assessment software program which was multiple-purpose and user friendly.
2. Is there a significant difference between participants’ understandings in testing through common multiple-choice questions (of which TOEFL reading comprehension scores are a representative) and through fuzzy multiple-choice questions?
Procedure The participants, in the first session, received two reading comprehension texts, an expository and an argumentative text, with multiple-choice questions developed based on fuzzy logic.
What are the test-taking strategies participants use when answering fuzzy questions?
What are the test-taking strategies participants use when answering fuzzy questions?
Therefore, the fuzzy questions developed in this study to which test-takers had to answer by choosing as many correct options as there are as- sess the reading comprehension of the test-takers as they are expected to do.