Guerreiro, M., Barker, E., & Johnson, J. (2022). Measuring student reading comprehension performance: Considerations of accuracy, equity, and engagement by embedding comprehension items within reading passages . Practical Assessment, Research, and Evaluation , 27 (1), article 11. https://doi.org/10.7275/ch8r-tx33

Also located on journal webpage https://openpublishing.library.umass.edu/pare/article/id/1340/

The effect of embedding test questions intermittently throughout reading passages was investigated.

A total of 130 students in grade 3 at a K–12 public elementary school in a midwestern state (U.S.) participated. Approximately 19% of participants were English learners, and about 12% were students with (unspecified) disabilities.

Reading comprehension classroom testing was used. Participants were given two test versions, each containing five multiple-choice items. One test version contained the embedded layout, with items appearing intermittently throughout a reading passage, while the other test version had the traditional format in which items were presented after the passage. Students were randomly assigned to their starting passage. In examining this test organizational layout, the researchers contended that the traditional assessment format incorporating multi-paragraph passages to be read prior to answering a list of questions was not consistent with typical classroom experiences.

All participants performed significantly better on assessments using the embedded-item test layout compared to the traditional test item layout. The researchers concluded that using the embedded-items layout to measure reading comprehension may provide better and more valid outcomes for students.