Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach

Abstract

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.

Keywords:

• Multiple text comprehension
• verification task
• inference task
• signal detection theory
• sensitivity
• adolescence
• assessment

Acknowledgments

The research reported in this paper was supported by Project READI, a multidisciplinary, multi-institution collaboration aimed at research and development to improve complex comprehension of multiple forms of text in literature, history and science. The authors thinking onassessment of multiple source comprehension have benefitted from discussions with their READI colleagues. Project READI is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100007 to University of Illinois at Chicago. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The present research was financially supported by (Project READI) the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100007 to University of Illinois at Chicago.