Item Processing Patterns of Test-Takers in a Multiple-Choice Reading Comprehension Test: Insights from an Eye-Tracking Study

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dc.contributor.authorAkbas, Derya
dc.contributor.authorCihat Corbaci, Ergun
dc.contributor.authorKahraman, Nilufer
dc.date.accessioned2026-04-25T14:20:16Z
dc.date.available2026-04-25T14:20:16Z
dc.date.issued2026
dc.departmentSinop Üniversitesi
dc.description.abstractThis study explores how test-takers process multiple-choice questions in a reading comprehension test using eye-tracking data. A total of 159 participants completed a 10-item English test, while their eye movements were recorded with the Smart Eye Aurora eye tracker. The study first examined item processing patterns using latent profile analysis and then compared test performance across these groups. To identify processing patterns, latent profile models (ranging from one to four classes) were tested for each item based on average log process times across defined Areas of Interest (AOIs) for text lines and answer choices. Results showed that a two-class model (fast- and slow-pacing) provided the best fit for five items, while a three-class model (fast-, moderate-, and slow-pacing) best fit the remaining items. Items with two subgroups were typically moderately difficult (short) or easy (long), while items with three subgroups varied in difficulty and length. Additionally, test-takers in fast-pacing group were more likely to answer items correctly and achieved higher total scores than those in other groups, particularly for highly discriminating and moderately difficult or easy items. Overall, these findings highlight the importance of examining item processing patterns to better understand how individuals interact with multiple-choice test items. Item characteristics-such as difficulty, discrimination, and length-play a crucial role in shaping processing behaviors, providing deeper insights into the cognitive aspects of eye movement patterns during test-taking.
dc.description.sponsorshipThe Scientific and Technological Research Council of Trkiye (TUBITAK) [120K142]
dc.description.sponsorshipThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was partially supported by the Scientific and Technological Research Council of Turkiye (TUBITAK) (Grant number 120K142).
dc.identifier.doi10.1177/21582440261420311
dc.identifier.issn2158-2440
dc.identifier.issue1
dc.identifier.orcid0000-0001-9852-4782
dc.identifier.scopus2-s2.0-105030357632
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/21582440261420311
dc.identifier.urihttps://hdl.handle.net/11486/8473
dc.identifier.volume16
dc.identifier.wosWOS:001688288700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofSage Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectresponse process
dc.subjecteye-tracking
dc.subjectmultiple-choice
dc.subjectassessment
dc.subjectlatent profile analysis
dc.titleItem Processing Patterns of Test-Takers in a Multiple-Choice Reading Comprehension Test: Insights from an Eye-Tracking Study
dc.typeArticle

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