Abstract:
The concern for selecting topics that may tap test takers’ optimal
performance has been a fundamental consideration in reading assessment. To
date, several studies have documented the fact that the topic of input has a
substantial effect on test takers’ performance. Much in the same line, the
present study was an attempt to explore (a) the extent to which EAP students’
reading performance on a discipline-specific short-context reading test is
influenced by their knowledge of subject-matter of the test tasks, (b) the
impuct(s) that narrow-scope discipline-specific test tasks may have on the
psychometric characteristics of the test, and () the suitability of short-context
method of testing reading comprehension in an EAP context. To this end, two
separate 20-item multiple-choice short-context reading tests comprising 20
items on statistics and 20 items on discipline-neutral topics were developed
and administered to 53 Iranian college-level students of (1) statistics, (2)
chemistry, and (3) history. Results demonstrated that students of statistics
significantly outperformed students of history and chemistry, Furthermore,
topic specificity of the test tasks did not scem to improve the psychometric
properties of the discipline-related test. And short-context testing appeared to
function equally well in an EAP context.
Machine summary:
Much in the same line, the present study was an attempt to explore (a) the extent to which EAP students' reading performance on a discipline-specific short-context reading test is influenced by their knowledge of subject-matter of the test tasks, (b) the impact(s) that narrow-scope discipline-specific test tasks may have on the psychometric characteristics of the test, and (c) the suitability of short-context method of testing reading comprehension in an EAP context.
Studies of the impact on test performance of topic (Bachman & Palmer, 1983; Erickson & Molloy, 1983; Alderson & Urquhart, 1983, 1985, 1988; Koh, 1985; Hale, 1988; Tan, 1990; Clapham, 1993; to name but a few) have so far focused on the effect(s) of separate aspects of the topic.
Alderson and Urquhart (1983, 1985, 1988) described three studies on the effect of background topical knowledge on test results carried out with overseas students attending English classes in Britain in preparation for going to British universities to pursue various fields of study.
Examining the effect of background topical knowledge on test scores, she found that students did not always do best in their own subject IJAL, Vo15, No. 1, Summer 2001 21 area, Besides, students with the highest language proficiency did consistently better than the other two on all the texts.
First, as to the first research question, the main concern was whether 28 Topic Variable in Narrow-Scope EAP students would be advantaged if they took reading tests based on subjects within their own areas of study.