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As achievement in basic reading skills declines, the content validity of tests in special subjects (e.g., science or social studies) may be reduced because examinees cannot read the test items. This empirical study was designed to investigate the influence of reading ability and item format on objective test performance. Subjects were ninth- and tenth-grade students in a basic health science course, randomly assigned to a true-false, multiple choice, or matching testing condition. Results indicated that both reading ability and item format significantly influenced test performance. Examinees performed best on items presented in a matching format. Implications were drawn for evaluating content validity.
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Benson et al. (1979) studied this question.
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