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Are Undergraduate Examinees' Perceptions of Item Difficulty Related to Item Characteristics?

Perceptual and Motor Skills, 2002
The present study assessed whether selected item characteristics—difficulty for the group, corrected item-total correlation, cognitive level, and difficulty for the examinee—relate to judgment of item difficulty. Undergraduate students in two classes ( ns = 76, 43) identified what they believed were the five easiest and five most difficult items on a ...
David T, Morse, Linda W, Morse
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Toward a Definition of the Difficulty of a Personality Item

Psychological Reports, 1973
Convergence among several indices of personality-item difficulty was assessed. Controversiality, item response variance, response time, and difficulty ratings showed consistent convergence, while ambiguity did not. Variance analyses indicated that the usual item-statistic approach (collapsing over Ss) results in the loss of considerable variance from ...
T. B. Rogers
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On the Relationship Between Differential Item Functioning and Item Difficulty

Educational and Psychological Measurement, 2011
The relationship between differential item functioning (DIF) and item difficulty on the SAT is such that more difficult items tended to exhibit DIF in favor of the focal group (usually minority groups). These results were reported by Kulick and Hu, and Freedle and have been enthusiastically discussed by more recent literature. Examining the validity of
Veronica Santelices, Maria, Wilson, Mark
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Is the Factor Observed in Investigations on the Item-Position Effect Actually the Difficulty Factor? [PDF]

Educational and Psychological Measurement, 2018
In confirmatory factor analysis quite similar models of measurement serve the detection of the difficulty factor and the factor due to the item-position effect.
Stefan Troche, Karl Schweizer
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An Item Response Model with Internal Restrictions on Item Difficulty

Psychometrika, 1998
An IRT model based on the Rasch model is proposed for composite tasks, that is, tasks that are decomposed into subtasks of different kinds. There is one subtask for each component that is discerned in the composite tasks. A component is a generic kind of subtask of which the subtasks resulting from the decomposition are specific instantiations with ...
Butter, R., de Boeck, P., Verhelst, N.D.
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Estimating Item Difficulty

2019
To estimate the difference in difficulty between two dichotomous items the equation conditioning on the total score and eliminating the person parameter is applied. In the solution equation, the proportion of persons who have answered one item correctly and the other incorrectly is an estimate of the probability of answering that item correctly, given ...
David Andrich, Ida Marais
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Difficulty Scaling of Recognition Items

Psychometrika, 1967
Usual system: take as scale value the normal deviate corresponding to the area p″ = (p − p0)/(1 − p0), where p is the proportion of correct answers and p0 is the chance proportion. If p ≦ p0, the item difficulty is unscalable. Proposed system: take as scale value the normal deviate corresponding to the area p′ = px, with x so chosen that p′ = .5 when p
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Item Writer Judgments of Item Difficulty Versus Actual Item Difficulty: A Case Study

Language Assessment Quarterly, 2011
This study investigates how accurate one item writer can be on item difficulty estimates and whether factors affecting item writer judgments correspond to predictors of actual item difficulty. The items were based on conversational dialogs (presented as videos online) that focus on pragmatic functions.
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Is Differential Item Difficulty Specific to Hypnosis?

American Journal of Clinical Hypnosis, 1994
Previous hypnosis studies obtaining retrospective depth reports (e.g., Perry & Laurence, 1980) or retrospective realness reports (e.g., Page & Handley, 1992) have found a "parallel nonoverlapping" pattern between mean depth or realness and susceptibility scale items for high- through low-susceptible subjects.
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Item Structural Properties as Predictors of Item Difficulty and Item Association

Educational and Psychological Measurement, 1993
Logical Test Design (LTD) is a technique for developing test items that evaluate procedural learning. This research investigated the ability of LTD to predict student performance in reading Roman numerals. The study (a) compared item structural properties identified by LTD with item size and expert judgment, in their ability to predict item difficulty,
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