The Effect of Item Presentation on Item Difficulty and Discrimination in Language-Usage Tests.

Autor/inn/en	Huntley, Renee M.; Carlson, James E.
Titel	The Effect of Item Presentation on Item Difficulty and Discrimination in Language-Usage Tests.
Quelle	(1986), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Entrance Examinations; Difficulty Level; Goodness of Fit; Item Analysis; Language Tests; Language Usage; Mathematical Models; Multiple Choice Tests; Secondary Education; Test Construction; Test Format; Test Items; Test Validity + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Schwierigkeitsgrad; Itemanalyse; Language test; Sprachtest; Sprachgebrauch; Mathematical model; Mathematisches Modell; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Sekundarbereich; Testaufbau; Testentwicklung; Test content; Testaufgabe; Testvalidität
Abstract	This study compared student performance on language-usage test items presented in two different formats: as discrete sentences and as items embedded in passages. American College Testing (ACT) Program's Assessment experimental units were constructed that presented 40 items in the two different formats. Results suggest item presentation may not affect item difficulty to any significant degree, even though some language-usage classifications may be particularly susceptible to the impact of format. Questions about content validity are also considered. Samples of the two formats, passage presentation and discrete-sentence presentation, are included in the appendices. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC