Validity evidence based on response process in the Cloze test

Detalhes bibliográficos
Autor(a) principal: Cunha, Neide de Brito
Data de Publicação: 2018
Outros Autores: Santos, Acácia Aparecida Angeli dos, Oliveira, Katya Luciane de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fractal : Revista de Psicologia
Texto Completo: https://periodicos.uff.br/fractal/article/view/5817
Resumo: This study aims to explore the errors differences presented in a Cloze test of kids’ extreme punctuations and find evidences of the validity for answer process. 277 students from third, fourth and fifth grades of public education of São Paulo participated on the survey. For data collection, which occurred collectively, it was held a traditional Cloze test that substitutes the fifth words for a dash of the same size of the word hidden, as well as verbatim correction. Results showed evidences of validity based on answer process, indicating answer divergences between students with high punctuation and low punctuation. Data discussion points some implications about cognitive process involved on the emission of kids’ answers.
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spelling Validity evidence based on response process in the Cloze testEvidências de validade por processo de resposta no Clozeerror analysisCloze techniqueelementary schoolprocesso de respostatécnica de clozeensino fundamentalThis study aims to explore the errors differences presented in a Cloze test of kids’ extreme punctuations and find evidences of the validity for answer process. 277 students from third, fourth and fifth grades of public education of São Paulo participated on the survey. For data collection, which occurred collectively, it was held a traditional Cloze test that substitutes the fifth words for a dash of the same size of the word hidden, as well as verbatim correction. Results showed evidences of validity based on answer process, indicating answer divergences between students with high punctuation and low punctuation. Data discussion points some implications about cognitive process involved on the emission of kids’ answers.O objetivo deste estudo foi explorar as diferenças qualitativas nos erros apresentados em um Teste de Cloze nas pontuações extremas de crianças e encontrar evidências de validade por processo de resposta. Participaram 277 alunos matriculados nos 3º, 4º e 5º anos do ensino fundamental público do Estado de São Paulo. Para a coleta de dados, que ocorreu de forma coletiva, foi empregado o teste de Cloze estruturado de forma tradicional, na qual se omitem todos os quintos vocábulos do texto e no local coloca-se um traço de tamanho proporcional ao da palavra omitida, bem como a correção verbatim. Os resultados evidenciaram evidências de validade baseadas no processo de resposta, indicando também divergências nas respostas entre os alunos que pontuaram menos e aqueles que obtiveram maiores pontuações. A discussão dos dados aponta para algumas implicações acerca dos processos cognitivos envolvidos na emissão das respostas das crianças.ABEC2018-11-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresapplication/pdfhttps://periodicos.uff.br/fractal/article/view/581710.22409/1984-0292/v30i3/5817Fractal: Journal of Psychology; Vol. 30 No. 3 (2018); 330-337Fractal: Revista de Psicologia; v. 30 n. 3 (2018); 330-3371984-029210.22409/1984-0292/v30i3reponame:Fractal : Revista de Psicologiainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/fractal/article/view/5817/15940Copyright (c) 2018 Fractal: Revista de Psicologiainfo:eu-repo/semantics/openAccessCunha, Neide de BritoSantos, Acácia Aparecida Angeli dosOliveira, Katya Luciane de2018-11-27T13:58:59Zoai:ojs.pkp.sfu.ca:article/5817Revistahttps://periodicos.uff.br/fractalPUBhttps://periodicos.uff.br/fractal/oai||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com1984-02921984-0292opendoar:2018-11-27T13:58:59Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv Validity evidence based on response process in the Cloze test
Evidências de validade por processo de resposta no Cloze
title Validity evidence based on response process in the Cloze test
spellingShingle Validity evidence based on response process in the Cloze test
Cunha, Neide de Brito
error analysis
Cloze technique
elementary school
processo de resposta
técnica de cloze
ensino fundamental
title_short Validity evidence based on response process in the Cloze test
title_full Validity evidence based on response process in the Cloze test
title_fullStr Validity evidence based on response process in the Cloze test
title_full_unstemmed Validity evidence based on response process in the Cloze test
title_sort Validity evidence based on response process in the Cloze test
author Cunha, Neide de Brito
author_facet Cunha, Neide de Brito
Santos, Acácia Aparecida Angeli dos
Oliveira, Katya Luciane de
author_role author
author2 Santos, Acácia Aparecida Angeli dos
Oliveira, Katya Luciane de
author2_role author
author
dc.contributor.author.fl_str_mv Cunha, Neide de Brito
Santos, Acácia Aparecida Angeli dos
Oliveira, Katya Luciane de
dc.subject.por.fl_str_mv error analysis
Cloze technique
elementary school
processo de resposta
técnica de cloze
ensino fundamental
topic error analysis
Cloze technique
elementary school
processo de resposta
técnica de cloze
ensino fundamental
description This study aims to explore the errors differences presented in a Cloze test of kids’ extreme punctuations and find evidences of the validity for answer process. 277 students from third, fourth and fifth grades of public education of São Paulo participated on the survey. For data collection, which occurred collectively, it was held a traditional Cloze test that substitutes the fifth words for a dash of the same size of the word hidden, as well as verbatim correction. Results showed evidences of validity based on answer process, indicating answer divergences between students with high punctuation and low punctuation. Data discussion points some implications about cognitive process involved on the emission of kids’ answers.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uff.br/fractal/article/view/5817
10.22409/1984-0292/v30i3/5817
url https://periodicos.uff.br/fractal/article/view/5817
identifier_str_mv 10.22409/1984-0292/v30i3/5817
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uff.br/fractal/article/view/5817/15940
dc.rights.driver.fl_str_mv Copyright (c) 2018 Fractal: Revista de Psicologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Fractal: Revista de Psicologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ABEC
publisher.none.fl_str_mv ABEC
dc.source.none.fl_str_mv Fractal: Journal of Psychology; Vol. 30 No. 3 (2018); 330-337
Fractal: Revista de Psicologia; v. 30 n. 3 (2018); 330-337
1984-0292
10.22409/1984-0292/v30i3
reponame:Fractal : Revista de Psicologia
instname:Universidade Federal Fluminense (UFF)
instacron:UFF
instname_str Universidade Federal Fluminense (UFF)
instacron_str UFF
institution UFF
reponame_str Fractal : Revista de Psicologia
collection Fractal : Revista de Psicologia
repository.name.fl_str_mv Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)
repository.mail.fl_str_mv ||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com
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