Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks

building coherence, identifying key words, etc. Though packed in the meaning
construction process, summarizing is indeed very challenging, definitely in need of
building a mental discourse representation and hence can be identified as evidence
for discourse construction process.

6.8 Conclusion

In this chapter, results from TAP data show that the test-takers’test-taking cognitive
processes include decoding and selective attention process, meaning and discourse
construction process, monitoring process and decision-making process. The cog-
nitive operation model of the test-taking phase demonstrates test-takers’dynamic
cognitive behavior while completing the TEM 8 Mini-lecture and Gap-filling task.
The analysis on whether test-takers’cognitive processes calibrated by TEM 8
Mini-lecture task are really activated within test-takers proves high interactiveness
between test targets (gap types) and test-takers’cognitive processes.
In terms of cognitive depth as meaning and discourse construction, the evidence
of TAPs from the test-taking cognitive processes proves the intended cognitive
levels can be reached as long as the task itself is designed valid enough.

Table 6.22 Levels of
cognitive processes elicited
by gap types of TEM 8
Mini-lecture and Gap-filling
Task (verified)

Gap type

1

GT

2

GT

3

GT

4

Input decoding √√√√

Selective attention √√√√

Parsing √√√√

Meaning

construction

(√) √√

Discourse

construction

√

108 6 Employing the Think-Alound Method...