Assessing the Comprehension of Questions in Task-Oriented Reading

The aim of the present study was to analyze a methodology for assessing the task mental model in task-oriented reading. Sixty six undergraduates read two texts and answered questions. For each question, an item to measure the comprehension of task demands was developed. The response alternatives combined either right or wrong versions of the question model elements: focus and process. The analysis involved the application format, relationship with performance and effectiveness to discriminate among different levels of comprehension. When the assessment was applied before answering the question, the scores improved and they were related with performance. This previous application discriminated between levels of comprehension and suggested the identification of the focus as key component to differentiate students. These results suggest that this assessment of the question mental model, previously to the answering process, is effective to capture this fundamental process in task-oriented reading.