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Predicting item difficulty of science National Curriculum tests: The case of Key Stage 2 assessments

Abstract:

Predicting item difficulty is highly important in education for both teachers and item writers. Despite identifying a large number of explanatory variables, predicting item difficulty remains a challenge in educational assessment with empirical attempts rarely exceeding 25% of variance explained.


This paper analyses 216 science items of key stage 2 tests which are national sampling assessments administered to eleven year olds in England. Potential predictors (topic, sub-topic...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted manuscript

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Publisher copy:
10.1080/09585176.2016.1232201

Authors


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Department:
Oxford, SSD, Education
Ferrara, S More by this author
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Department:
Oxford, SSD, Education
Pearson Inc. More from this funder
Publisher:
Taylor & Francis Publisher's website
Journal:
Curriculum Journal Journal website
Volume:
28
Issue:
1
Pages:
59-82
Publication date:
2016-08-03
Acceptance date:
2016-08-29
DOI:
EISSN:
1469-3704
ISSN:
0958-5176
Pubs id:
pubs:641746
URN:
uri:79515600-2427-4e38-b4cf-603987af1726
UUID:
uuid:79515600-2427-4e38-b4cf-603987af1726
Local pid:
pubs:641746

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