Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge

Authors

• Kathryn S. McCarthy, Arizona State University
• Tricia A. Guerrero, Arizona State University
• Kevin M. Kent, Arizona State University
• Laura K. Allen, Arizona State University
• Danielle S. McNamara, Arizona State University
• Szu Fu Chao, Educational Testing Service
• Jonathan Steinberg, Educational Testing Service
• Tenaha O’Reilly, Educational Testing Service
• John Sabatini, Educational Testing Service

Abstract

Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students’ ability to comprehend and learn from science texts. High school students (n = 3,650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in the context of the Global, Integrated, Scenario-based Assessment on ecosystems. Linear mixed-effects models revealed positive effects of background knowledge on comprehension and learning as well as an interactive effect of domain and topic-specific knowledge, such that readers with high domain knowledge but low topic-specific knowledge improved most from pretest to posttest. We discuss the potential implications of these findings for educational assessments and interventions.

Publication Title

Discourse Processes

Recommended Citation

McCarthy, K., Guerrero, T., Kent, K., Allen, L., McNamara, D., Chao, S., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge. Discourse Processes, 55 (5-6), 510-524. https://doi.org/10.1080/0163853X.2018.1460159