Instrument
The
charge of the groups. Participants had a maximum of 1 hour and a half to complete the
test. They were asked to fill in a series of academic and biographical data, answering the
questions by marking or writing in a question book, using the texts corresponding to each
one of them –located in the textbook–, so that they can be read again and be consulted as
many times necessary, within the established time limit.
The test consists of a total of 12 texts selected considering the textual typology
proposed by the PISA-2015 report (OECD, 2017) –according to an adapted typology by
Werlich (1976) used in PISA-2009/2015 (OECD, 2009, 2017)– (Table 1). The 36 items
that make up the test –17 open and 19 closed– were designed like this taking into account
the theoretical framework of PISA-2015, with the purpose of evaluating the three aspects
of the reading competence established in said report. A total of 5 questions evaluate the
category
evaluate. In the process of selecting the texts and developing the
offered by Mendelovits and Sainsbury in their lecture 'How to construct Language items'
(2013) were followed.
Table 1. Classification of texts used in CLUni Test
Nº
Type of text
Format
Reading
situations
1
Instructional (how to use)
Continuous
Educational
2
Narrative (novel)
Continuous
Personal
3
Instructional (rules)
Discontinuous
Educational
4
Expository (graphic representation)
Discontinuous
Public
5
Argumentative (op-ed blogs article)
Continuous
Public
6
Argumentative (comments of text 5)
Discontinuous
Public
7
Descriptive (plane)
Discontinuous
Public
8
Descriptive (guide)
Continuous
Public
9
Expository (academic essay)
Continuous
Educational
10
Narrative (story)
Continuous
Personal
11
Transactional (rental announcement)
Discontinuous
Personal
12
Transactional (chats derived from text 11)
Discontinuous
Personal
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