%0 Journal Article
%T Investigating the construct measured by banked gap
%A Gareth McCray
%A Tineke Brunfaut
%J Language Testing
%@ 1477-0946
%D 2018
%R 10.1177/0265532216677105
%X This study investigates test-takersĄŻ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takersĄŻ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven online eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takersĄŻ level of performance on the tasks overall. In particular, as hypothesized, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations
%K Banked gap-fill
%K cloze
%K cognitive processing
%K eye-tracking
%K testing reading
%U https://journals.sagepub.com/doi/full/10.1177/0265532216677105