Aleph (Jan 2024)
Sviluppare Competenze per Creare Test di Comprensione della Lettura Arricchiti da Domande a Scelta Multipla
Abstract
On the timeline of the development of reading, the real revolution was marked by the rise of structural cognitivism in the 1970s, anticipating another breakthrough that would result from artificial intelligence. The new paradigm criticizes classical views and the superficial way of analyzing reading, tending towards a deeper analysis; it involves an opposition between quantity and quality, between’what’ the reader understood and’how’ he was able to understand. Evidently, all the works and models explaining the psycho-mnemonic-cognitive processes involved in reading born with this view aim at the development of reading skills. Hence, how effective is the measurement and assessment of the degree of reading competence? In the teaching/learning context, the use of testing, both for diagnostic and practice purposes, must follow a clear and precise methodology to address the said dual function. In this contribution, the construction of specific valid and reliable tests to ascertain competences in the comprehension of written texts represents the final aim that would never be attainable without having a clear representation of what it is intended to measure. Therefore, for greater effectiveness of the teaching work, we follow the path of constructing a reading comprehension test based on multiple-choice questions, an objective test suited to the specific needs of the classroom context and which respects relevance, validity, and reliability.
