Literaturnachweis - Detailanzeige
| Autor/inn/en | Enright, Mary K.; und weitere |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. |
| Titel | A Complexity Analysis of Items from a Survey of Academic Achievement in the Life Sciences. |
| Quelle | (1993), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Biological Sciences; Difficulty Level; Elementary Secondary Education; Knowledge Level; Prediction; Rating Scales; Science Teachers; Science Tests; Surveys; Test Items; National Assessment of Educational Progress |
| Abstract | The difficulty of 44 items from the life sciences subscale of the National Assessment of Educational Progress (NAEP) 1985-86 science assessment was analyzed in terms of item attributes and science educators' judgments of difficulty. The attributes included ratings of various characteristics of the items' text and option set, the items' cognitive demand, and the level of knowledge required by items. The mean judgment of three science educators (an instruction supervisor, an experienced teacher, and a young teacher) about item difficulty, which accounted for 52% of the variance, was the best single predictor of item difficulty. Combining item attribute information with educators' judgments of item difficulty improved the prediction of item difficulty on the order of 7% to 15% of the variance. When item difficulty was modeled in terms of discrete item attributes (global judgments of item difficulty not included in the model), the level of knowledge required was an important determinant of difficulty, while cognitive demand was not. The implications of these results for construct validation and for test design are discussed. Two figures and five tables illustrate the discussion. (Contains 23 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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