Readability Level of Standardized Test Items and Student Performance: The Forgotten Validity Variable

Autor/inn/en	Hewitt, Margaret A.; Homan, Susan P.
Titel	Readability Level of Standardized Test Items and Student Performance: The Forgotten Validity Variable
Quelle	In: Reading Research and Instruction, 43 (2004) 2, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-0246
Schlagwörter	Test Validity; Test Items; Standardized Tests; Readability Formulas; Difficulty Level; Correlation; Reading Difficulties + Suchen Sie Ihr Suchwort? Testvalidität; Test content; Testaufgabe; Standadised tests; Standardisierter Test; Schwierigkeitsgrad; Korrelation; Reading difficulty; Leseschwierigkeit
Abstract	Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan-Hewitt Readability Formula was applied to items across three grade levels. Results of correlations of readability level and item difficulty at all three levels support the belief that the higher the item readability, the more students miss that item. A possible conclusion is that students miss items due to reading problems, not because of a lack of content knowledge. This data appeared to support measuring individual item readability on standardized tests. (Contains 7 tables and 1 note.) (Author).
Anmerkungen	College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10