Search results for "Item difficulty"

showing 4 items of 4 documents

Prediction of the difficulty level in a standardized reading comprehension test: contributions from cognitive psychology and psychometrics

2013

This research seeks to identify possible predictors of the difficulty level of reading comprehension items used in a standardized psychometric test for university admission. Several potential predictors of difficulty were proposed, namely, propositional density, negations, grammatical structure, vocabulary difficulty, presence of enhancement elements (words highlighted typographically), item abstraction level and degree of similarity between correct option and relevant text to resolve the item. By Linear Logistic Test Model (Fisher, 1973) it was found that the number of propositions, the syntactic structure, and fundamentally, the presence of difficult words contributed to the prediction of…

Cognitive psychology language processing reading comprehension Item Response Theory Linear Logistic Test Model Task Analysis Item difficulty level.PsychometricsItem Response Theorylanguage processingreading comprehensionlcsh:LB5-3640EducationTest (assessment)lcsh:Theory and practice of educationReading comprehensionCognitive psychologyLinear Logistic Test ModelPsychologyTask AnalysisCognitive psychologyRELIEVE - Revista Electrónica de Investigación y Evaluación Educativa
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Rasch Analysis of Authentic Evaluation of Young Children's Functioning in Classroom Routines.

2021

This study evaluated the functioning of children in early childhood education classroom routines, using the 3M Functioning in Preschool Routines Scale. A total of 366 children aged 36 to 70 months and 22 teachers from six early childhood education centers in Spain participated in the study. The authors used the Rasch model to determine the item fit and the difficulty of the items in relation to children's ability levels in this age range. The Rasch Differential Item Functioning (DIF) analysis by child age groups showed that the item difficulty differed according to the children's age and according to their levels of competence. The results of this study supported the reliability and validit…

Early childhood educationvaliditylcsh:BF1-990Item difficultybehavioral disciplines and activitieschild functioningpreschoolDevelopmental psychology03 medical and health sciences0302 clinical medicinePsychology030212 general & internal medicineCompetence (human resources)Reliability (statistics)General PsychologyOriginal ResearchRasch modelreliability030503 health policy & servicesRasch analysisDifferential item functioninglcsh:PsychologyAuthentic assessmentScale (social sciences)authentic assessment0305 other medical sciencePsychologyFrontiers in psychology
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Prediction of the difficulty level in a standardized reading comprehension test : contributions from cognitive psychology and psychometrics

2013

Esta investigación busca identificar posibles variables predictoras del nivel de dificultad de los ítems de comprensión de lectura utilizados en una prueba psicométrica estandarizada para la admisión a una institución universitaria. Se propusieron varios posibles predictores del nivel de dificultad, a saber: densidad proposicional, negaciones, estructura sintáctica, dificultad del vocabulario, presencia elementos de realce (palabras resaltadas tipográficamente), abstracción del ítem y grado de similitud entre opción correcta y texto relevante para resolver el ítem. Mediante el Modelo Logístico Lineal de Rasgo Latente se encontró que la cantidad de proposiciones, la estructura sintáctica y, …

Grammatical structureVocabularycomprensión del textopsicología cognitivaItem Response Theorymedia_common.quotation_subjectItem difficulty levelItem difficultyProcesamiento del lenguajelcsh:LB5-3640Educationanálisis de ítemTeoría de Respuesta al ÍtemNegation372.47 Estrategias de comprensión de lecturaCognitive psychologyDegree of similarityLanguage processingModelo Logístico Lineal de Rasgo Latentemedia_commonlecturaReading comprehensionPsicología cognitivaTest (assessment)lcsh:Theory and practice of educationReading comprehensionComprensión de lecturaLinear Logistic Test ModelSyntactic structurePsicología cognitiva Procesamiento del lenguaje Comprensión de lectura Teoría de Respuesta al Ítem Modelo Logístico Lineal de Rasgo Latente Análisis de tareas Nivel de dificultad de los ítemsAnálisis de tareasPsychologyTask AnalysisCognitive psychology
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The Choice of Item Difficulty in Self-Adapted Testing

2000

Summary: The difficulty level choices made by examinees during a self-adapted test were studied. A positive correlation between estimate ability and difficulty choice was found. The mean difficulty level selected by the examinees increased nonlinearly as the testing session progressed. Regression analyses showed that the best predictors of difficulty choice were examinee ability, difficulty of the previous item, and score on the previous item. Four strategies for selecting difficulty levels were examined, and examinees were classified into subgroups based on the best-fitting strategy. The subgroups differed with regard to ability, pretest anxiety, number of items passed, and mean difficult…

StatisticsmedicineAnxietymedicine.symptomItem difficultyPositive correlationPsychologyApplied PsychologyRegressionComputerized testingTest (assessment)Clinical psychologyEuropean Journal of Psychological Assessment
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