Controlling item difficulty for automatic vocabulary question generation [PDF]
Research and Practice in Technology Enhanced Learning, 2017 The present study investigates the best factor for controlling the item difficulty of multiple-choice English vocabulary questions generated by an automatic question generation system.
Takenobu Tokunaga, Hitoshi Nishikawa
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Predicting confrontation naming item difficulty. [PDF]
Aphasiology, 2019 Item response theory (IRT; Lord & Novick, 1968) is a psychometric framework that can be used to model the likelihood that an individual will respond correctly to an item. Using archival data (Mirman et al., 2010), Fergadiotis, Kellough, and Hula (2015) estimated difficulty parameters for the Philadelphia Naming Test (PNT; Roach, Schwartz, Martin ...
Fergadiotis G, Swiderski A, Hula WD.
europepmc +5 more sources
Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts [PDF]
Heliyon, 2021 Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student ...
Soeharto Soeharto, Beno Csapó
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The impact of item-writing flaws and item complexity on examination item difficulty and discrimination value. [PDF]
BMC Med Educ, 2016 Failure to adhere to standard item-writing guidelines may render examination questions easier or more difficult than intended. Item complexity describes the cognitive skill level required to obtain a correct answer. Higher cognitive examination items promote critical thinking and are recommended to prepare students for clinical training.
Rush BR, Rankin DC, White BJ.
europepmc +7 more sources
Item difficulty index, discrimination index, and reliability of the 26 health professions licensing examinations in 2022, Korea: a psychometric study [PDF]
Journal of Educational Evaluation for Health Professions, 2023 Purpose This study presents item analysis results of the 26 health personnel licensing examinations managed by the Korea Health Personnel Licensing Examination Institute (KHPLEI) in 2022.
Yoon Hee Kim +4 more
doaj +2 more sources
The impact of repeated item development training on the prediction of medical faculty members’ item difficulty index [PDF]
BMC Medical EducationBackground Item difficulty plays a crucial role in assessing students’ understanding of the concept being tested. The difficulty of each item needs to be carefully adjusted to ensure the achievement of the evaluation’s objectives.
Hye Yoon Lee +4 more
doaj +2 more sources
Binomial Test Models and Item Difficulty [PDF]
Applied Psychological Measurement, 1979 In choosing a binomial test model, it is impor tant to know exactly what conditions are imposed on item difficulty. In this paper these conditions are examined for both a deterministic and a sto chastic conception of item responses. It appears that they are more restrictive than is generally understood and differ for both conceptions. When the binomial
Van der Linden, Wim J.
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Identifying predictors of physics item difficulty: A linear regression approach
Physical Review Special Topics. Physics Education Research, 2011 Large-scale assessments of student achievement in physics are often approached with an intention to discriminate students based on the attained level of their physics competencies.
Vanes Mesic, Hasnija Muratovic
doaj +3 more sources
Experts’ prediction of item difficulty of multiple-choice questions in the Ethiopian Undergraduate Medicine Licensure Examination [PDF]
BMC Medical EducationBackground The ability of an expert’s item difficulty ratings to predict test-taker actual performance is an important aspect of licensure examinations.
Shewatatek Gedamu Wonde +3 more
doaj +2 more sources
Item learning in cognitive skill training: Effects of item difficulty [PDF]
Memory and Cognition, 2003 Item difficulty effects in skill learning were examined by giving participants extensive training with repeated alphabet arithmetic problems that varied in addend size (e.g., C-D = ? is easy; C-J = ? is harder). Recognition memory for the items, as measured by interpolated recognition tests, was acquired early in training and was unaffected by item ...
William J Höyer +2 more
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