Method effects on reading comprehension test performance: text organization and response format

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Current Issues in Competence Modeling and Assessment (2008, background): “For individuals, knowledge structures relevant to different situations must be taken into account; for example, the available vocabulary, grammatical knowledge, and mastery of sociopragmatic rules (Chen, 2004; Kobayashi, 2002).”
How assessing reading comprehension with multiple-choice questions shapes the construct: a cognitive processing perspective (2006, background): “A recent study by Kobayashi (2002) investigated the impact of different response formats and genre types on the performance of Japanese adult ESL readers.”
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, methodology): “A variety of test formats or methods have been employed in language testing, including cloze, c-test, gap-filling, matching, multiple-choice, open-ended (or short-answer), ordering, recall, summary, and summary gap-filling (e.g., Alderson, 2000; Buck, 2001; Kobayashi, 2002).”