چکیده:
This study investigates some problems of PhD applicants in their entrance exams in the case of answering the reading comprehension questions. To this end, the researchers considered the item types and text types as main effects and their interaction effect using generalizability theory for examining the variability; the answer sheets of a mock-test from 321 applicants, from all parts of Iran, enrolled in an institute were randomly selected. Using a partially nested design of G-theory in the GENOVA program, the researchers identified five variance components in the two different passages with distinct items and investigated various sources of error that are involved in the measurement process. The results of the study showed that the main effect for items cannot be separated from the interaction between items and texts, and clarified that the items facet had a noticeable amount of variance, and therefore, they impacted the applicants' performance. However, the results of D-studies showed that the main effect for text types was zero, and both texts were at the same level of difficulty. Also, the persons had effects on the texts in their interaction. This study can motivate the researchers, test developers, and test designers to consider their work more carefully.
خلاصه ماشینی:
To this end, the researchers considered the item types and text types as main effects and their interaction effect using generalizability theory for examining the variability; the answer sheets of a mock-test from 321 applicants, from all parts of Iran, enrolled in an institute were randomly selected.
Using a partially nested design of G-theory in the GENOVA program, the researchers identified five variance components in the two different passages with distinct items and investigated various sources of error that are involved in the measurement process.
The results of the study showed that the main effect for items cannot be separated from the interaction between items and texts, and clarified that the items facet had a noticeable amount of variance, and therefore, they impacted the applicants' performance.
g. , Brown 2011; In‟nami & Koizumi, 2015), another 3 problematic factor in reading comprehension impacting the chances of success of test-takers is the interaction of the aforementioned problems in which the text types, items and even sometimes bias cause problems for these applicants or in some other cases in Linn's (1981) term they pollute the test scores with construct-irrelevant test score variance.
Universe-score measurement) variance (object of σ2p text types (t) Items: text types (i:t) p × t p i :t, e Constant effect for all persons due to inconsistency of genres Each item is nested within each given genre Inconsistencies from one genre to another in persons' performances Residual consisting of the three -way interaction and remaining unmeasured sources of error σ2t σ2i,it σ2pt σ2pi, pit.