Relationships among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors

Autor/inn/en	Schneider, M. Christina; Huff, Kristen L.; Egan, Karla L.; Gaines, Margie L.; Ferrara, Steve
Titel	Relationships among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors
Quelle	In: Educational Assessment, 18 (2013) 2, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2013.789296
Schlagwörter	Test Items; Difficulty Level; Achievement Tests; Test Interpretation; Test Construction; Mathematics Tests; Multiple Choice Tests; Grade 4; Grade 8 + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schwierigkeitsgrad; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Test analysis; Testauswertung; Testaufbau; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	A primary goal of standards-based statewide achievement tests is to classify students into achievement levels that enable valid inferences about student content area knowledge and skill. Explicating how knowledge and skills are expected to differ in complexity in achievement level descriptors, and how that complexity is related to empirical item difficulty--at the beginning of assessment design, rather than at the end--is critical to those inferences. The purpose of this study is to investigate whether sources of knowledge and skill descriptions that are commonly found in achievement-level descriptors relate to item complexity and difficulty. Implications of findings for using achievement-level descriptors as a method of interpreting test scores and for test design are discussed. (Contains 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10