![]() The continuous items were followed by one multiple-choice question each at L1, L2, and 元 levels of difficulty. The eye-tracking test consisted of four different released PISA reading tasks, three of them continuous and one non-continuous. Based on student pre-test results, 20 students were selected for the main, eye-tracking test-10 participants with low scores and 10 with high scores. A sample of 92 students took part in the pre-test, which was based on PISA items, and administered to identify groups of students with high and low PISA reading scores. The main aim of this study was to explore the similarities and differences in eye movement patterns between students with high and low scores on PISA reading tasks. One way to explore the difficulties students encounter while solving PISA reading tasks is to track their eye movements during reading. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework.
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