The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and primary school, pilot study; Castellana, 2018, 2020a; Castellana & Lucisano, 2021): Identifying reading purposes; Activating previous knowledge; Making predictions; Identifying the most important information; Using graphic organizers; Controlling, Monitoring and a scale on the perception of difficulty. The questionnaire consisting of 57 items, was administered to a convenience sample of 1527 students, attending upper-secondary school. Results of the factor analysis confirm the seven-dimensional structure while Cronbach’s alpha ranges from .836 to .925, with the total reliability coefficient of .933. Furthermore, data analyses reveal strengths and weaknesses of the readers in terms of the strategies they employ and suggest areas and paths for improvement of their reading skills, stressing once again the importance of tools aimed at measuring the use of metacognitive strategies.

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The purpose of this study is the validation of the GA Classic IESOL examination at CEFR level B2 (Reading, Listening, Writing and Speaking), as a criterion-referenced achievement test, using the multi-trait, multi-method approach. The data analysed at the moment pertain to the Listening unit and have been studied to examine the content validity, reliability of the scores and unidimensionality of the construct. The Listening unit consists of three tasks (22 items) in four different versions (D-E-F-G). Four separate statistical analyses were performed and all revealed excellent values of internal consistency. As for unidimensionality of the construct, excellent values were revealed for versions E, F and G and acceptable for version D. Similar analyses on the reading test are planned, with the aim of reaching a multitrait-multimethod analysis of the examination as a whole.Further steps of the study will be the IRT equating procedure of the four versions.