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Ancillary Data for Refining Computer Adaptive Algorithms for the Assessment of Anomia
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In: Dissertations and Theses (2021)
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Validation of the short version of the dimensional inventory for child development assessment
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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Modeling statistics ITAs’ speaking performances in a certification test
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In: Graduate Theses and Dissertations (2020)
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What do We Know about Context: An Integrated Analysis of Context Characteristics of Science Assessment Items
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Deficit or Difference? Assessing Narrative Comprehension in Autistic and Typically Developing Individuals: Comic vs. Text
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What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
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Abstract:
Reading comprehension (RC) is often viewed as a multi-faceted, multi-layered construct (Broek & Espin, 2012; Duke, 2005; Graesser & McNamara, 2011; Perfetti & Stafura, 2014), which manifests through complex interactions among three broad factors: the reader, the passage, and the task, all residing in a particular socio-cultural context (RAND Reading Study Group, 2002). Drawing on the item difficulty modeling paradigm, this study examined how these three factors as well as their interactions affected comprehension difficulty. Specifically, the study used explanatory item response models (De Boeck & Wilson, 2004) to analyze a vertically-scaled item response matrix from an operational online assessment, which included a wide range of readers (n=10,547) as well as of passages (n=48), covering grades 1 through 12+. Analyses indicated that it is text features, as measured by computational text analyzers, rather than task features as coded by human raters, that explained over half the variance in item difficulty, after controlling for student general vocabulary knowledge. Specifically, sentence length, word frequency, syntactic simplicity, and temporality (i.e., the extent to which the text has time markers) were found to significantly affect comprehension difficulty in both model building and cross validation analyses. Further, small but significant interaction effects were found, indicating that these textual effects were moderated by student general vocabulary knowledge as well as task demands as captured by item types. In general, readers with higher vocabulary knowledge benefitted more from traditional textual affordances (e.g., shorter sentences, familiar words) than their peers with lower vocabulary knowledge, especially when questions asked them to recall specific localized information without accessing the source passage. However, a reverse effect was found with temporality: passages with more time markers helped low vocabulary readers, while it was low temporality passages that helped high vocabulary readers. The implications of these findings as well as their limitations are discussed as they relate to the measurement of RC and to instructional practice.
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Keyword:
assessment; Educational tests & measurements; item response theory; reading comprehension; text complexity
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URL: https://escholarship.org/uc/item/36j1p7hr
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An Item Response Theory analysis of the Verb Subordinates Test ...
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S8-II - Situational Eight-II - deutsche Fassung ... : Big Eight DIAMONDS; The Situational Big Eight DIAMONDS ...
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| 9 |
Emerging Language Comprehension in Toddlers with Significant Developmental Delays
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In: Psychology Dissertations (2018)
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| 10 |
Using reversed items in Likert scales: A questionable practice ; El uso de ítems inversos en las escalas tipo Likert: una práctica cuestionable
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Differential item functioning of the patient-reported outcomes information system (PROMIS®) pain interference item bank by language (Spanish versus English).
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In: Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation, vol 26, iss 6 (2017)
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| 12 |
Absolute and relative measures of instructional sensitivity ...
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| 13 |
Absolute and relative measures of instructional sensitivity
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In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017)
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A computer-adaptive test of productive and contextualized academic vocabulary breadth in English (CAT-PAV): Development and validation
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In: Graduate Theses and Dissertations (2017)
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| 15 |
NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade
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In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016)
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| 16 |
NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade
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Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments
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In: Blömeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 32-54. - (Zeitschrift für Pädagogik, Beiheft; 61) (2015)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments ...
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漢族與原住民學童自我概念之比較及其試題差異分析之探究 ; Examining Differential Item Functioning of the Self-Description Questionnaire I across the Indigenous and Han children
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Evaluation of adding item-response theory analysis for evaluation of the European Board of Ophthalmology Diploma examination
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In: ISSN: 1755-3768 ; Acta Ophtalmologica ; https://hal.archives-ouvertes.fr/hal-01184831 ; Acta Ophtalmologica, Wiley online, 2013, 91 (7), pp.e573-e577. ⟨10.1111/aos.12135⟩ (2013)
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