Student-Generated Questions and Goal Orientation in Literacy Assessment

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Abstract

This study examines students’ reading abilities and goal orientations in predicting their questioning ability. The student-generated questions (N=545) were rated using a six-level typology. A 5-point Likert scale determined goal orientations. A three-step hierarchical regression model showed that reading ability predicted questioning ability. This study presented three new findings regarding reading comprehension and questioning quality. Firstly, reading ability most significantly predicted the quality of the first question the students generated, followed by the second and third. Secondly, goal orientation significantly predicted student questioning ability. Third, the most accurate model to predict question quality from reading scores was using an expository, rather than narrative text. This study provides important conclusions regarding literacy development, ultimately aiming to reshape learning and assessment.

Authors

• Emily Shin, University of Toronto - OISE

• Angelie Ignacio, University of Toronto - OISE

• Eunice Eunhee Jang, University of Toronto - OISE