IMPLICATING THE INTEGRATED FORMAT ON READING TEST ASSESSMENT: AN EVALUATION OF RELEVANT FACTORS

Abstract

The present study in general evaluates relevant factors involved in assessing reading performance in the context of English classroom teaching. Unlike the traditional way of placing the reading text and test items separately in the split format, the test items were placed in accordance with relevant parts of the reading text in the integrated format and this study compares reading performance on the ground of the following variables: test formats, study subject, learning task, and pre-proficiency level. Findings from the study firstly indicated the influence of test formats on reading performance from the evidence that participants in the integrated format performed better than those in the split format. Second, findings also showed significant effect of the interaction between test formats and learning task as well as the interaction between pre-proficiency level and study subject in reading test performance. Third, in combination with test formats, task design also had an influence on reading test performance.