Resumo

CALVO DIAZ, Karen; ROJAS ROJAS, Guaner; PEREZ ROJAS, Nelson  e  RIOS SANCHEZ, Armando José. Identification of Irrelevant Elements for Comprehending Items on a Test of Reasoning. RMIE [online]. 2019, vol.24, n.81, pp.463-480. ISSN 1405-6666.

The objective of this article is to describe the possible elements of comprehension that affect the response to new items on a verbal reasoning test. The starting point was the verbal report of a group of thirteen students obtaining high and low scores on an academic aptitude test at Universidad de Costa Rica. An exploratory qualitative study identified five irrelevant elements for comprehension: lexicon, rhetoric, length, very specific context, and use of previous knowledge, which affect the response to items of reasoning in the verbal context. The recognition of these aspects was a result of the research project, which aimed at determining the elements of the sentence, instructions, or detractors that hindered comprehension, and defining their relationship to the difficulty assigned by the test-taker. The suggestion was made to use the verbal report to generate evidence of validity for an admissions test.

Palavras-chave : test preparation; test evaluation; university admissions; students; reasoning.

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