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Testing Reading Comprehension

Article · July 1974

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Aziz Yousif Al-muttalibi

Al-Mansour University College
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 T E ST I N G R EA DI N G

COMPREHENSION
WHEN an examiner prepares a test of reading
comprehension, he should think of the type of test that best
serves his purpose. He may think in terms of introducing
one three kinds of tests; pure tests of reading
comprehension, semi-pure tests and impure tests. Each kind
of test, to be sure, matches a certain stage of study and the
examiner has to take this fact into account when
constructing his test. We should explain what we mean when
we refer to tests of comprehension as ‘pure’, ‘semi-pure’
and ‘impure’.
(1) Pure tests
In pure tests of reading comprehension no production
is involved at all. The student has only to read the passage,
read the questions and select one of the answers provided.
Pure tests can take a variety of forms. True false items,
multiple-choice tests, and matching beginnings with endings
are among the more common. Let us look at each in detail.
(A) True/false items:
This kind of test may seem easy to construct, but an
examiner has to think hard before jotting down his true-false
statements. Of course, this test is easy to mark and involves no
subjective judgement. Some teachers maintain that this is a
stimulating kind of test. They say that their students are
delighted by the fact that they can identify what is true and
what is false.
 True-false items are one variety of pure test and if
constructed properly, they can reveal the students’
understanding of the reading passage. To turn it into a
genuine measure of testing reading comprehension, this kind
of test should be comprehensive. Unimportant details in the
reading-text should be ignored when constructing a
true/false test. We are after major points and by testing only
minor details, we should fail to discover whether the student
understood the essentials of the passage.
There are some teachers who take this test light-heartedly.
They admit that there are some advantages in giving this
kind of test. They concede that it is not difficult to construct.
The marking of the test is also acknowledged to be easy. But
these teachers maintain that one of its serious disadvantages
is “guessing” on the part of the students. It is possible to
minimize guessing to some extent by, for example, setting the
questions down in a different order to that in which the
information appears in the reading passage. But it has to be
admitted that in a test of this kind, where a guess has a 50/50
chance of being right, students will be inclined to guess
rather than to read carefully and select according to their
understanding of the material.
A good point about this kind of test is that it enables the
teacher to cover many items within a relatively short period
of time. A teacher who wants to know whether his students
have learnt the basic facts of the text will certainly find this
test very convenient.
Harris makes a very sound comment on this kind of test
when he says that the statements on which true/false selection
is based “have to be absolutely and unequivocally true or
false”.1 There can be no semi-answers. According to the
information in the passage, the statements presented by the
teacher must be clearly right or wrong. It is this black/white
nature of the test that makes it rather difficult to construct
except for fairly simple, factual passages.
As an example, the following is a true/false test- based on
material taken from Called to the Rescue — Reading Text
One/Reader three.2
State whether the following sentences are true or false
according to the passage:

1 Harris, David, English Testing Guide Book, p. 30.

2 Ministry of Education. Directorate General of Curriculum
And Teaching Aids, English Reader Three.
Baghdad. Thnayan Press. Second Edition, 1973.
 1. The young man was called Mr. D. (T/F).

2. He suddenly awoke at noon. (T/F).

3. He disobeyed the orders of the imaginary

voice. (T/F)
4. At last he decided not to go down to the
ferry. (T/F).
5. He went to Exeter to see his friend. (T/F).
6. He did not attend the court because he
was not interested in trials. (T/F).
7. The prisoner was accused of murder.
(T/F).
8. The prisoner said that he knew nothing
of the crime. (T/F).
9. The witnesses said that he was innocent.
(T/F).
10. Looking at the prisoners’ face, Mr. D, could
recognise the man. (T/F).
11. The prisoner was found guilty and was
sentenced to death. (T/F).
(b) Multiple-choice items:
Another pure test of comprehension that can be
attempted is a multiple-choice test. Analysis of the
construction of this test reveals that the test consists of:

(a) a stem which usually comes in the form of a question

 or an incomplete statement.
(b) Three or four choices or responses which include the
right choice or answer and the incorrect choices
(often referred to as “the distractors”).
The anatomy of a multiple-choice item is exemplified
in the following:
X

The commanding voice told him to:

(a) stay at Exmouth.
(b) go down to the ferry.
(c) go to sleep.
(d) stay awake.
The stem is ‘‘the commanding voice told him to”:
and a/b/c/d are the choices (B) is the right choice or the
answer. The answers at a/c/d are the distractors.
A multiple-choice test can test both the
comprehension of essential facts in a certain passage and
inferences. It is, therefore, a more sophisticated test of
reading comprehension than the true/false test. Again we
can draw an example from Called to the Rescue.
Tick (off) the right answer:

1. The young man suddenly awoke:

(a) exactly at midnight

(b) a long time after midnight

(c) between twelve and one o'clock.

28
2. The commanding voice told him to:

(a) stay at Exmouth

(b) go down to the ferry

(c) go to sleep.

3. Mr. D. thought it:

(a) wise

(b) foolish

(c) possible

to obey the orders of the imaginary voice.

4. At last he decided to go down to the ferry because:
(a) it was a little past midnight
(b) he knew the purpose of his journey
(c) it was only a short walk to the ferry and back.
5. When Mr. D. arrived on the other side of the' river,
he was told to:
(a) go to Exeter

(b) go back to Exmouth

(c) stay where he was.

6. Mr. D. was unhappy at Exeter because he:

(a) knew no one

(b) was very tired

29
 (c) did not know what to do.

7. Instead of returning by the next train Mr. D. entered

the hotel to:

(a) have a sleep

(b) have breakfast

(c) have a drink.

8. A lot of people were visiting Exeter to:

(a) attend the trials at the law-courts

(b) do some shopping

(c) wander aimlessly about its streets.

9. Mr. D. decided to attend the court because he:

(a) had nothing else to do

(b) was interested in the trials
(c) couldn’t return by the next train.

30
10. The prisoner said that when the crime happened he was:

(a) mending a window at Mr. G.’s house

(b) writing a letter to his friend
(c) working in his own garden.

We have already pointed out that a multiple- choice test can be as

easy or as difficult as one likes to make it. Items which test inferential
meaning can be extremely difficult and require a great deal of thought
before an answer is selected. An example of this could be taken from
English Reader One.3 the story of the door-to-door salesman who tries
to sell his goods to an anxious-faced woman whose brother has no luck
at selling A Short History of the World. We are not told why she is
anxious-looking, but we can infer from the story as a whole that she
finds it hard to make ends meet on the little money that her brother
earns from his salesmanship. The fact that she looks anxious is
important in the story, because it provides the first clue as to why she
took down notes of the successful salesman's patter.
Poorly-constructed multiple-choice tests tend to deal with the
trivial and the inconsequential
rather than highlighting the most important points in the passage.
Good attempts at multiple-choice tests have been made by Iraqi
teachers and here are two examples of tests set by teachers for
routine classroom testing:
A. A test based on Madame Curie and Chance.

3 Ministry of Education. Directorate General of Curriculum and

Teaching Aids. English Reader One. p. 158. Baghdad. Thnayan
Press: Second Edition,
1973.
 Mark the correct answer:
1. Marie left her sister’s home because
(a) her brother-in-law hated her
(b) it was far from the university
(c) they did not give her food.

2. A certain scientist had discovered a metal called

(a) radium
(b) uranium
(c) iron.
3. Radium is produced from
(a) animals
(b) vegetables
(c) the minerals of some rocks.

4. Madam Curie left the lecture hall rapidly and silently

(a) to save time
(b) so as not to be asked by the people
(c) to bathe Eve.
5. It was a pity for the miners to lose their gold because
(a) it was a gift from the Cuban Government
(b) it was expensive
(c) it was stolen from a bank.

6. It was impossible to take more than a few passengers at one

time in a boat because
(a) the passengers were few
(b) the sea was mountainous
(c) the captain did not like to transfer a large number.
7. The Ellen came to the spot where the miners were swimming
because

32
 (a) the captain received a message
(b) he came by chance
(c) the captain of the Marie met him and told him
about them.
B. A test based on One Thousand Dollars.
Mark the correct answer:
1. The lawyer handed Richard
(a) one thousand pounds
(b) one thousand dinars
(c) one thousand dollars
(d) one million dollars.
2. The lawyer received Richard
(a) warmly
(b) coldly
(e) with a smile
(d) nicely
3. According to Richard it was
(a) easy to spend one thousand dollars
(b) difficult to spend one thousand dollars
(c) too much for one man
(d) too little for him.
4. Richard was
(a) a bad young man
(b) a rough young man
(c) a foolish young man
(d) a handsome young man.
5. Whenever Richard got a present from his rich uncle he:
(a) saved it in a bank
(b) spent it
(c) gave it to his friends

33
(d) gave it to his neighbours.
6. According to Richard’s uncle Richard was
(a) a nice and handsome fellow
(b) a gentleman
(c) a young fool and did not know how to use money
(d) a smart young man.
7. Richard went for advice to
(a) his uncle's lawyer
(b) his friend Old Bryson
(c) Mary Hayden
(d) his brother.
8. Old Bryson advised him to give the money to
(a) the doorman at the office
(b) Clara Lane
(c) a poor person who will use it well' and get a lot of
happiness
(d) the blind man who sits asking for money in the square.
9. When Richard went to his uncle’s house
he saw Miss Hayden
(a) dancing
(b) playing table tennis
(c) writing a letter
(d) singing.
10. Richard gave the one thousand dollars to Mary because
(a) he loved her
(b) she was very poor
(c) it was written in the will to do so
(d) Old Bryson told him to do so.
11. Mary Hayden wrote in the letter that:

34
 (a) she dislikes him
(b) she never sees him again
(c) she is ready to marry him
(d) she will desert him for ever.

Modifications can be made to improve these tests and there are,

of course, certain mistakes that must be corrected. Nevertheless they
represent a creditable attempt to check on comprehension.
Guidance in the construction of multiple-choice tests has been
printed elsewhere in this issue of the Journal. There are many pit-falls
for the unwary, but with practice, and with constant review of a test,
respectable multiple-choice tests should be well within the capacity of
the average secondary school teacher.
C. Matching beginnings with endings
The third kind of a pure comprehension test mentioned earlier
involves matching beginnings with endings. It, also, is objective in that
only one answer is possible and the word “objective” here refers, as
in the other two kinds of test, to scoring procedures. Subjective
opinion has no place in the marking.
When constructing this kind of test, the teacher first writes out
a set of incomplete sentences and then he gives the words that can be
chosen by the students to complete them. Thus, in (a) he will have the
beginnings, in (b) the endings that match the beginnings. But he must
arrange his endings in such a way as to ensure that the students really
know how to match them and that they do not resort to “guessing”.
Here is a model.
Match beginnings with endings:

35
 A
1. The young man suddenly awoke
2. He tried to dismiss the idea
3. The ferryman had, it seemed, received his
orders ….
4. The young man decided to go to Exeter
5. He felt unhappy in Exeter because
6. He went to the court
7. The prisoner would be found guilty
8. The pencil is important in the story
9. The prisoner had nothing to do with the murder
10. The man was set free
B
1. because it seemed foolish to go to the ferry
at night.
2. because another idea had possessed him.
3. because he was mending the window at Mr. G.’s
library.
4. because he wanted to attend the trials.
5: because he felt that a commanding voice had spoken to him.
6. because Mr. D. defended him
7. because he was waiting for Mr. D.
8. because the witnesses gave evidence against him
9. because he did not know what to do
10. because it proves that the prisoner was in
another place when the crime happened.
2. Semi-pure tests of comprehension
Let us now turn to semi-pure tests of comprehension.
As we said originally, the purest kind of comprehension test will

36
involve no production on the part of the student. Such tests are
objective, i.e., their scoring is quite independent of the examiner. By
semi-pure tests we mean tests which still basically search for
comprehension of a reading passage but do this by requiring the
student towrite answers which are more or less free.
The question will focus attention on points thought important by the
examiner and to that extent they do require the student to scan the
passage for an appropriate answer. Even within this semi-pure
category we can identify two broad types of questions, and these we
will call partial production and full production tests. Let us look at
each in turn.
(a) Partial production tests
These are tests requiring sentence completion. Limited production is
therefore required. The students are not left to cast the whole answer
in their own words, or to establish where the answer is to be found in
the passage. The student is guided by a certain point about, say, a
certain character or item.
As an example, here are some points that deal with Called to
the Rescue:
(1) The commanding voice told Mr. D. to go down to the ferry.
But at first, he tried to dismiss the idea.
We know this because…..
(2) On the other side of the river, he was told to go to another
place.
He was told to go to .......................
(3) In Exeter he felt unhappy.
This explains why he .....................
(4) The prisoner would be found guilty. We know this because
............

37
(5) Mr. D. remembered that he had seen the prisoner somewhere.
This is the reason why .......................
(6) Mr. D. felt that it was his duty to defend the prisoner.
He did this because ...... ..............

It can be seen that the student is usefully aided by some

information provided by the teacher. And if he completes the sentences
appropriately, it means that he understands the basic facts in the
passage. At the same time the student is required to produce an answer
in his own words. It should be noted that the teacher does not
necessarily have to provide one or two sentences of guidance, on which
the question is based. He can cast a question in the following form: We
know that at first Mr. D. tried to ignore the commanding voice which
told him to go down to the ferry because he …..
The essential point is that the student is guided by the form of
question to seek specific information from the text. In this respect the
test of partial production differs from a test of full production, which
we will now consider.
(b) Full production tests
This type of test requires the testee to compose his- answers.
Typical questions based on Called to the Rescue would be:
1. Why did the young man suddenly awake?
2. What idea did he try to dismiss?
3. What made the young man go to Exeter?
4. What did he do there?
5. Why did Mr. D. attend the court?
6. What was the prisoner accused of?
7. What was he doing when the crime actually happened?

38
 8. Why was the man set free?

Most of our teachers seem to prefer this kind of test because it is

easy to construct. But they seem to forget the fact that this type of
test is difficult to mark. The students often tend to strengthen their
answers with things that are quite irrelevant to the subject. To play
it safe, some students write long unnecessary paragraphs to satisfy
the examiner. One is left to wonder as to the examiner’s intention.
Does the teacher want to test basic comprehension or does he aim
at strengthening the testees’ power of expression? These objections
to full production types may be justified. Writing and
comprehension are confused. This may be justified in the final
stages of control over a language, but they may fall short of their
purpose in the intermediate and early secondary stages.
(3) Impure Tests
Finally we will turn to what we have called impure tests of
comprehension. These resemble, to some extent, the. full production
tests we have just described, but present an even more confused
mixture of comprehension and writing skills. The tests we have in
mind are usually called summary and precis writing. They do, of
course, test comprehension but the emphasis is not so much on
whether the student understands the passage as on whether he can
assemble the salient points in shortened form. This is as much a test
of composition as of comprehension and, even for native speakers,
could be a very rigorous test indeed.
A further objection might be made to the idea of the precis, which
usually requires the passage to be shortened to one third of the length
of the original. Why one third? Does it have some sort of magical
significance?
It seems possible to compress some lengthly passages into one
sentence satisfactorily, while other passages are so pithy as to resist

39
further compression. When a language teacher starts counting the
number of words written by his students and deducts marks because
the student has exceeded or fallen short of the specified number we
are in a wonderland, 39
where things are quite irrational.
Here are two examples representing a ‘free’ summary and a precis
written by two students from al-Aziziyah Secondary School. These two
items appear as they have been received and neither their teacher (a
trainee of IDELTI) nor the author of this article has attempted to
correct them. Obviously, there is much copying from the reading text
and very little self-reliance.

“The Open Window”

by: Fadhil Abbas — Sixth Class

“My aunt will come down suddently, Mr. Nuttle,’’ said calm young
lady of fifteen years of age, and you must try. to bear my company.
From ton Nuttle try to say something in order to please the niece, and
don’t try to bother the aunt who about to come. He was supposed to be
going to the doctor so that to cure his nerves, and he doubted whether
his visiting of total strangers would help him very much. His sister said
to him when he prepare himself for travelling to the country and she
gave him letters of introduction to all the people I know there. From
ton wondered if she (Mrs. Sappleton), the lady whom he was bringing
one of letters of introduction, was one from a good people. The niece
asked if she know many people round here. From ton said no one. He
said
that with sadness. “Then you know almost nothing about my aunt?

40
From ton wondering if Mrs. Sappleton was married; may be she had
been married and her husband was dead, but there was something of
a man in the room. From ton asked her great sorrow seem very far.
Out of this window before three years exactly her husband and her
young brother going for hunting and they never came back in the
shooting ground they were all three swallowed in a bog. Poor aunt
thinks that the will return after some days and the black dog, and
crossing from this window. For this reasons the window is kept'open.
Poor dear aunt she has often told me how they went out about Ronnie
her youngest brother, singing a song. Mrs. Sappleton said they will
come in this way, they will make my poor carpets dirty, and she went
onto speaking with.happiness*about the rarely of birds and the hope
of shooting in the winter, and after that she cried here they are at last.
Framton tremble 1 slightly and towards the niece to appear the
kindness and undersanding. The child was looking out through the
window with fear. Framton look at the same direction in the darkness
there are three spirits with direction of the window. They all tired and
there gun in their hands, beside them small black dog. Noiselessly they
near from the house, and begun to singing in the darkness. Mr. Nuttle
be frightened and run away. A most extraordinary me said Mrs.
Sappleton, he could only talk about his illness and he run away without
any word. He told her the he frightened from dogs. He thought that he
was looking, spirt. He told me something about his cowared. It is
enough to make him lose his nerve. She was very clever to making up
stories quickly and with a good state.

A Precis
“The Open Window”
By: Alia Madih Al-Zubaidi ;

Mr. Framton Nuttle went to the country because of acure for his

41
nerves, provide with letters of introduction from his sister to all people
she knew there. On his visit to Mrs. Sappleton house he faced a lady of
fifteen years old called vera. He was told by vera about a great sorrow
of her aunt, she told him exactly three years ago her husband and her
two young brothers went off for their days shooting, they never came
back, they were sallowed in a bag. Vera imagine a story about the
death of her aunts husband and two brothers that made Framton
frightened with fear. She told him that the open window is left for
coming back of the three dead- men.
Mrs. Sappleton came at last and told the matter by letting Mr. Nuttle
about her husband and two brothers will come soon from shooting and
enter from the open window. Mr. Nuttle became frightened. He seized
his hat and stick, he ran out through the front door and
through the gate without a word of good-bye or apology — when you
arrived one won’t think he had seen a ghost. Vera explained the escape
of Mr. Nuttle by saying that Framton escaped because he was afraid
of dog for he was caught once in a grave yard in India by dogs. Vera
was very clever at making up stories quickly.

Both the ‘free’ summary and the precis show their weaknesses.
The student smarts his summary by copying the first sentence of the
reading text. He shifts from direct to indirect speech whenever he
wishes and his detailed account fails to convince us that he really
knows what he is writing about. The precis makes these weak points
even worse. And the logical conclusion of this futile work is that it is
inappropriate to ask your students to write a free summary where
everything runs wild or to write a precis that reduces a long passage to
one third. That is next to demanding the impossible.
At this point we can ask ourselves whether it is possible to get students
to prepare a connected summary of a passage that brings out the main
points. Clearly it is a very vital part of language ^earning to acquire

42
the ability to read a passage in the foreign language and to grasp its
essential points. This skill has much value in the advanced stages of
education where “note-taking’' during lectures or while reading is
essential to success. It is possible both to train students to prepare a
connected summary and, of course, to test their ability to do this. Here
is an example of what might be called a “guided” summary and you
will notice that it is essentially a test of partial production in that it
focuses attention on specific points in the text. The specific points are,
of course, those which when strung together add up to the backbone of
the passage.
Bees and Colour4
H.Munro Fox, F.R.S.
On our table in the garden we put a blue card, and all around this blue
card we put a number of different grey cards. These grey cards are of
all possible shades of grey and include white and black. On each card
a watch-glass is placed. The watch-glass on the blue card has some
syrup on it; all the others are empty. After a short time bees find the
syrup, and they come for it again and again. Then, after some; hours,
we take away the watch-glass of syrup which was on the blue card and
put an empty one in its place.
Now what do the bees do? They still go straight to the blue card,
although there is no syrup there. They do not go to any of the grey
cards, in spite of the fact that one of the grey cards is of exactly the
same brightness as the blue card. Thus the bees do not mistake any
shade of grey for blue. In this way we have proved that they do really
see blue as a colour.
We can find out in just the same way what other colours bees can see.
It turns out that bees can see various colours, but these insects differ
from us as regards their colour-sense in two very interesting ways.

4 Thornley, G.C. Easier Scientific English Practice, p. 62.

43
 Suppose we train bees to come to a red card, and having done so, we
put the red card on the table in the garden among the set of different
grey cards. This time we find that the bees mistake red for dark grey
or black. They cannot distinguish between them. This means that red
is not a colour at all for bees; for them it is just dark grey of black.
That is one strange fact; here is another. A rainbow is red on one edge,
violet on the other. Outside the violet of the rainbow there is another
colour which we cannot see at all. This colour beyond the violet,
invisible to us, is called the ultra violet. Although it is invisible, we
know that the ultra-violet is there because it affects a photographic
plate. Now, although we are unable to see ultra-violet light, bees can
do so; for them ultra-violet is a colour. Thus, bees see a colour which
we cannot even imagine. This has been found out by training bees to
come for syrup to various parts of a spectrum, or artificial rainbow,
thrown by a prism on a table in a dark room. In such an experiment
the insects can be taught to fly to the ultra-violet, which for us is just
darkness.
To write a guided summary of this passage you can start by stating this
fact:
1. In the first and second paragraphs, the writer describes an experiment
involving bees, colours and syrup. What did the writer prove as a
result of putting syrup on a piece of glass covering a blue card ?
(The writer proved that bees could distinguish blue as a colour from
grey).
2. In the third and fourth paragraphs the writer says that bees differ
from human beings in their ability to distinguish colours in two ways.
In not more than two sentences, state what these differences are:
(a) (Bees cannot distinguish red as a colour).
(b) (Bees can see a colour (ultra-violet) which
humans can’t see).
Now by putting these answers together and connecting them with

44
 appropriate joining words, we can write a summary of this passage:

Bees & Colour

The writer proved that bees can distinguish blue as a colour from
grey. Unlike human beings, bees cannot distinguish red as a colour but
they can see a colour (ultra-violet) which the human being cannot see.
We have tried to show the difference between a ‘free’ summary
and a guided’ summary because this is vital. In a free summary there
is no limit on words.
In a guided one, the student is led to use a limited number of words
because he is dealing with specific points to which his attention has
been drawn. The skills required of a free summary writer are very high
indeed and it is certainly not an appropriate test for a learner. Even at
third baccalaureate level it would be reasonable to expect the summary
to be “guided” in the way we have described.

Conclusion:

The purest test of reading comprehension is clearly the first

type (multiple-choice, true/false, matching beginnings with endings)
because it calls for nothing other than reading comprehension. The
impurest test is Nearly the last type because subjective marking of a
composed answer is involved, with difficulties that arise as a result of
the copying of a whole section from the passage in the hope of getting
an answer right. The most objective is therefore, "he first type. But the
kind of test actually used should be related to the stage of study.
True/False statements and matching beginnings with endings are more
suitable for the lower level. A multiple-choice item can be attempted at
a later stage. It should aim at testing comprehension both of the seated
facts and of inferences.

45
 A carefully constructed pure comprehension test reduces guessing to
the minimum. It takes a lot of time to construct — true. But it is equally
true that it takes only a little time to score.
An objective test, as Dorothy Adkins Wood has put it, is more
adequate than any other test in sampling the content.
“With the objective test, the student cannot find himself in the
position of luckily being asked the three questions that he
knew and not being asked the three or four major questions
that he failed to study”.5

REFERENCES
1. Wood, Dorothy Adkins, Test Construction. Charles E. Merrill
Books, INC. Columbus, Ohio, 1960.
2. Lado, Robert, Language Testing. Longmans, 1961.
3. David P. Harris, English Testing Guidebook, The American
University Language Center, 1961.
4. Thomley, G.C., Easier Scientific English Practice.
5. Ministry of Education. Directorate General of Curriculum
and Teaching Aids. English Reader Three. Baghdad.
Thnayan Press. Second Edition, 1973.
6. Ministry of Education. Directorate General of Curriculum
and Teaching Aids. English Reader One. Baghdad. Thnayan
Press. Second Edition, 1973.
7. Ministry of Education. Directorate General of Curriculum
and Teaching Aids. English Reader Two. Baghdad. Thnayan
Press. Second Edition, 1973.

5 Wood, Dorothy Adkins, Test construction, p. 22.

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