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Download full textGreenlees, Jane; Logan, Tracy – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This study investigated the performance and reasoning of 143 Australian students who completed mathematics tasks sourced from their national test. Specifically, this study examined changed student performance and reasoning on items where the graphic component was modified. The results of the study revealed significant performance differences…
Descriptors: Test Items, Test Construction, Mathematics Achievement, Thinking Skills
Allison, Donald E. – Measurement and Evaluation in Guidance, 1984
Administered three item-difficulty sequence forms of an achievement test to 107 sixth-grade students. No relationship between item-difficulty sequence and test performance, reliability, or item difficulty and discrimination was discovered. (Author/JAC)
Descriptors: Achievement Tests, Difficulty Level, Elementary School Students, Intermediate Grades
Peer reviewedSax, Gilbert; And Others – Journal of Experimental Education, 1972
One purpose of this study was to investigate the effects of different levels of item complexity on subsequent student achievement to help clarify the effectiveness of the transfer and hierarchical models. (Authors/MB)
Descriptors: Achievement, Cognitive Processes, Difficulty Level, Interaction Process Analysis
Peer reviewedKlimko, Ivan P. – Journal of Experimental Education, 1984
The influence of item arrangement on students' total test performance was investigated. Two hierarchical multiple regression analyses were used to analyze the data. The main finding within the context of this study was that item arrangements based on item difficulties did not influence achievement examination performance. (Author/DWH)
Descriptors: Achievement Tests, Cognitive Style, College Students, Difficulty Level
