The Prediction of SAT Reading Comprehension Item Difficulty for Expository Prose Passages. PRPC Final Report P/J 969-60.

Autor/inn/en	Freedle, Roy; Kostin, Irene
Institution	Educational Testing Service, Princeton, NJ.
Titel	The Prediction of SAT Reading Comprehension Item Difficulty for Expository Prose Passages. PRPC Final Report P/J 969-60.
Quelle	(1991), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Difficulty Level; High School Students; High Schools; Inferences; Multiple Choice Tests; Prediction; Reading Comprehension; Regression (Statistics); Test Construction; Test Items; Graduate Record Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Schwierigkeitsgrad; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inference; Inferenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vorhersage; Leseverstehen; Regression; Regressionsanalyse; Testaufbau; Test content; Testaufgabe
Abstract	The primary goal of this project was to examine the predictability of Scholastic Aptitude Test (SAT) reading item difficulty (equated delta) for main idea items, and the predictability of main idea, inference, and explicit statement item types. A secondary purpose was to contrast the responses of high verbal and low verbal ability examinees. Primary attention was paid to studying 110 main idea reading items and their associated passages, but results are also reported for 285 reading items from 34 SAT forms representing a wider range of item types. The percent variance of main idea item difficulty accounted for varied from 46% to 59% depending on the particular analysis. The predictability of all 3 reading item types (n=285) varied from 21% to 29%, depending on the analysis. Results indicated that: (1) multiple-choice reading items are sensitive to variables similar to those reported in the experimental literature on comprehension; (2) many of these variables provide significant independent predictive information in regression analyses; (3) the placement (early versus middle of text) of relevant main idea information affects item difficulty; and (4) considerable agreement between SAT and Graduate Record Examinations reading predictability was found. Nine tables (two in an appendix) present analysis findings. Appendixes contain a glossary, two supplemental tables, and a discussion of scores. (Contains 34 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC