A Mismatch Between Testing and Reading Curricular Objectives for High School
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Abstract
In an effort to address whether the reading curricular objectives for high school are adequately represented in the English component of the national college entrance exam battery, the study examines the extent of passage dependency that is manifested in expert readers’ performance on a multiple-choice item type, determination of titles, which is very frequently employed in the national college entrance exam. Four expert readers were contacted individually and asked to complete 15 title-identification tasks. They were exposed to increasing amounts of input texts for title identification so that the extent of passage dependency could be determined. Results indicate that correct choices could be selected on the basis of minimal sampling of textual information, and that many alternatives did not function properly. This demonstrates a mismatch between curricular objectives and testing. It is suggested, therefore, that longer texts be used in the exam, that test item types be varied to tap test-takers’ abilities that correspond to the curricular objectives, and that efforts be exerted to ensure a faithful representation of curricular objectives in test design and item writing.
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