Descriptor
| Difficulty Level | 2 |
| Test Items | 2 |
| Test Length | 2 |
| Testing Problems | 2 |
| College Entrance Examinations | 1 |
| Comparative Analysis | 1 |
| Estimation (Mathematics) | 1 |
| Grading | 1 |
| High Schools | 1 |
| Higher Education | 1 |
| Item Analysis | 1 |
| More ▼ | |
Source
Publication Type
| Reports - Research | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
Wainer, Howard – 1985
It is important to estimate the number of examinees who reached a test item, because item difficulty is defined by the number who answered correctly divided by the number who reached the item. A new method is presented and compared to the previously used definition of three categories of response to an item: (1) answered; (2) omitted--a…
Descriptors: College Entrance Examinations, Difficulty Level, Estimation (Mathematics), High Schools
Download full textOosterhof, Albert C.; Coats, Pamela K. – 1981
Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…
Descriptors: Comparative Analysis, Difficulty Level, Grading, Higher Education
