Identifying Students' Test-taking Behavioral Patterns In An Online Chinese Reading Assessment System

Reading ability has become an important indicator to measure the competitiveness of a country and determine its status in the global economy.Reading Assessment,as a key link in reading teaching,has become the focus of educators.Reading assessment can not only assess student ability and judge,but also evaluate the quality of reading teaching,and provide scientific guidance for the future planning of reading teaching activities and policy formulation.However,there are serious misunderstandings in our existing reading evaluation method.For example,the method of evaluation is single,and the modern evaluation tool is not introduced.The evaluation mainly focuses on students' performance,and ignores the impact of behavior.The reason may be that the traditional methods of evaluation can't collect more refined and objective data of the students.Based on the above-mentioned problems,this study attempts to collect and integrate student learning process data and learning result data in combination with modern technologies,and conducts multi-dimensional,comprehensive,in-depth,and reliable evaluations of learners from the behavioral perspective,to achieve diversification of evaluation methods,and process evaluation.Combined with the evaluation of the results.Research content is divided into two parts.The first part is the use of sequence analysis to describe students' test-taking behavioral patterns,and analyze and compare the differences between students in different groups.The second part is to collect the students' cognitive data in the reading process to explain the reasons for the differences in the first part of the students.In this study,the subjects were students of grade four in primary school,with a total of 341 students.This study measures students' reading ability and records their behavioral data through an online Chinese reading assessment system.In view of the first part,this thesis divides students into groups according to their gender and performance,and analyzes them from the following aspects:behavioral frequency analysis,test-taking behavioral pattern and time index.The conclusions are as follows:(1)From the comparative analysis of behavioral frequency,girls use mark functions more often than boys,While boys have significantly more choices than girls.For high and low proficiency groups,the number of options for low proficiency students is significantly higher than for high proficiency students.(2)From the analysis of the test-taking behavioral patterns,girls tend to shift from selection options to mark(CO?MK),while boys shift from selection questions to mark(CQ?MK).For the high and low proficiency groups,there is a difference in the high-achievement group in the CO?CT behavior is significant,while the low proficiency group is not significant.There is no significant difference in other behaviors.(3)From the time index analysis,the reading time of the girls is significantly longer than that of the boys,especially when they read the thesis for the first time.The high proficiency group spent more time reading articles than the low proficiency group,which was also reflected in the time of reading the article for the first time.There is no difference in other time index.The second part of the study is to further explain the reasons for the students'differences in the above research.This study uses think aloud method to collect students' cognitive data during the reading test,and explains the behavior before,during,and after reading.At the end,the corresponding teaching suggestions are provided for each part before reading,during reading,and after reading to improve students' reading ability.