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Direct linkYuan, Kun; Le, Vi-Nhuan – RAND Corporation, 2014
In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…
Descriptors: Test Items, Cognitive Processes, Difficulty Level, Skill Development
Topping, K. J.; Samuels, J.; Paul, T. – British Educational Research Journal, 2008
To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but…
Descriptors: Independent Reading, Reading Achievement, Achievement Gains, Gender Differences
Download full textRubin, Lois S.; Mott, David E. W. – 1984
An investigation of the effect on the difficulty value of an item due to position placement within a test was made. Using a 60-item operational test comprised of 5 subtests, 60 items were placed as experimental items on a number of spiralled test forms in three different positions (first, middle, last) within the subtest composed of like items.…
Descriptors: Difficulty Level, Item Analysis, Minimum Competency Testing, Reading Tests
Peer reviewedFuchs, Lynn S.; Deno, Stanley L. – Exceptional Children, 1992
This study assessed the effects of curriculum on technical features (criterion validity and developmental growth rates) within curriculum-based measurement in reading with 91 elementary level handicapped and nonhandicapped students. Correlations between oral reading samples and reading comprehension as well as developmental growth rates were…
Descriptors: Basal Reading, Child Development, Curriculum, Difficulty Level
Peer reviewedGarrison, Wayne; And Others – American Annals of the Deaf, 1992
This study examined characteristics of multiple-choice reading comprehension tasks suspected of influencing their difficulty, through administration of the California Achievement Tests to 158 deaf college students. Problem components evaluated included manifest content, psychologically salient features, and processing demands. Variation in item…
Descriptors: Cognitive Processes, College Students, Deafness, Difficulty Level
