Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies

Autor/inn/en	Ferrara, Steve; Steedle, Jeffrey T.; Frantz, Roger S.
Titel	Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies
Quelle	In: Applied Measurement in Education, 35 (2022) 3, S.237-253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2022.2103135
Schlagwörter	Reading Comprehension; Reading Tests; Test Items; Item Response Theory; Accuracy; Difficulty Level; Item Analysis; Research Reports; Predictor Variables; Elementary Secondary Education; Adult Literacy; Higher Education + Suchen Sie Ihr Suchwort? Leseverstehen; Lesetest; Test content; Testaufgabe; Item-Response-Theorie; Schwierigkeitsgrad; Itemanalyse; Research report; Forschungsbericht; Prädiktor; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Item difficulty modeling studies involve (a) hypothesizing item features, or item response demands, that are likely to predict item difficulty with some degree of accuracy; and (b) entering the features as independent variables into a regression equation or other statistical model to predict difficulty. In this review, we report findings from 13 empirical item difficulty modeling studies of reading comprehension tests. We define reading comprehension item response demands as reading passage variables (e.g., length, complexity), passage-by-item variables (e.g., degree of correspondence between item and text, type of information requested), and item stem and response option variables. We report on response demand variables that are related to item difficulty and illustrate how they can be used to manage item difficulty in construct-relevant ways so that empirical item difficulties are within a targeted range (e.g., located within the Proficient or other proficiency level range on a test's IRT scale, where intended). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01