Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks

whole, the TAP data provide substantial support for the cognitive operation model
of the test-taking phase.
The following two extracts randomly taken from the Phase 1 protocols can also
demonstrate the validity of the cognitive operation model of Phase 1(see
Table6.14):
In the protocols, thefirst participant comparatively used more time decoding
information from memory and from notes while the second participant obviously
spent more time constructing meaning with the help of contextual information
because he failed to write down anything relevant in his notes. This male participant
differentiated from other participants in terms of preference on cognitive operations.
His meaning-building cognitive process was comparatively longer since he needed

Table 6.14 Phase 1 protocols and their corresponding cognitive processes

Protocols Processes

Tan: The sixth one should belong to the fourth characteristic and (PS)

I remembered it mentioned something and I wrote in notes“knowledge

breakdown”. (RT)

Decoding

I remembered when one would seek assistance...(MW) Meaning-building

It’s when your comprehension breaks down, then you need to seek

help. (I) So I just wrote down comprehension and breakdown.

Monitoring

I think the meaning is all right. But I am not sure whether my expression

is correct. (CGA) At east it mentions the issue of“comprehension

breakdown”, I remembered I heard it, (MW) so I wouldfill in the blank

“knowledge breakdown”. I just wrote this way. (DM)

Decision-making

Wu: Identification of (5 s pause)...(RT) Decoding

For the third one, it should be“established”

Generally,first, he will receive the known information, the information he

already had and then the new information. Then, he must differentiate the

old information and the new information. And then judge the value of

new information. I think it should be this process...(US)

Meaning-building

Um...Well, if it is the established concepts, there’s no need to identify

them. (CSC)

Monitoring

So, it should be the“new”concepts. (DM) Then, I could only infer it.

There’s nothing useful in my notes

Decision-making

Zhuo: For the second blank, I heard“thinking critically, and reflect”.

(MW)

Decoding

So, I think it is, critical means thinking, I don’t understand why the

format here is“critical in thinking”...(I) Um, but since here is“reading

with purpose”, I think I shouldfill in“reflecting”

Meaning-building

But indeed I can’t understand why it is“critical in thinking”. (AC) I don’t

know what it means. What I heard is“thinking critically”. (MW) If it is

“critical in thinking”here, the blank before it should also be an adjective.

(CGA) Um...I don’t know. I remembered I heard they will often reflect

and think critically and then they said this point, critical thinking is the

most important characteristic for active learning. (MW) But critical in

thinking, I really don’t know what this connection really means. (AC) I

think it should be an adjective. (CGA)

Monitoring

But...eh, well, I’d write“reflective”here. (DM) Decision-making

92 6 Employing the Think-Alound Method...