Abstract
This paper addresses the question if and to which extent linguistic surface features of test items in a physics assessment affect item difficulty. In an experimental study, linguistic features of test items in physics were varied systematically on three levels based on a heuristic model of linguistic demands. The results show that item difficulty can be predicted by linguistic features, but only for a limited number of items and not in a consistent way.
| Original language | English |
|---|---|
| Journal | Science Education Review Letters |
| Volume | 2018 |
| Pages (from-to) | 1-6 |
| Number of pages | 6 |
| ISSN | 2566-9087 |
| DOIs | |
| Publication status | Published - 2018 |
Research areas and keywords
- Empirical education research
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Dive into the research topics of 'Do Linguistic Features Influence Item Difficulty in Physics Assessments?'. Together they form a unique fingerprint.Projects
- 1 Finished
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Effects and interaction of linguistic and subject-specific requirements in school-related assessment tasks
Ehmke, T. (Project manager, academic), Leiss, D. (Project manager, academic), Dammann, L. (Project staff), Knabbe, A. (Project staff), Wienecke, L.-M. (Project staff), Höttecke, D. (Project manager, academic), Schwippert, K. (Project manager, academic) & Heine, L. (Project manager, academic)
01.02.19 → 31.08.23
Project: Research
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