Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Green, K.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Effects of Item Characteristics on Multiple-Choice Item Difficulty

Kathy Green

University of Wyoming

MULTIPLE-choice test item responses may be influenced by a number of factors other than knowledge of content. Two factors, language difficulty and option set convergence, were experimentally manipulated and their effects on item difficulty assessed. Option convergence was found to have a significant effect on item difficulty while the effect of language difficulty was not significant. Distracter selection patterns differed across levels of language difficulty for only 6% of the items. It was suggested that a model of task difficulty be developed through investigation of additional characteristics of multiple-choice items.

Educational and Psychological Measurement, Vol. 44, No. 3, 551-561 (1984)
DOI: 10.1177/0013164484443002
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Eval Health ProfHome page
K. T. Taube
The Incorporation of Empirical Item Difficulty Data into the Angoff Standard-Setting Procedure
Eval Health Prof, December 1, 1997; 20(4): 479 - 498.
[Abstract] [PDF]

Home page
 Educational and Psychological MeasurementHome page
G. J. Cizek
The Effect of Altering the Position of Options in a Multiple-Choice Examination
Educational and Psychological Measurement, March 1, 1994; 54(1): 8 - 20.
[Abstract]

Home page
 Educational and Psychological MeasurementHome page
C. Violato and A. E. Marini
Effects of Stem Orientation and Completeness of Multiple-Choice Items on Item Difficulty and Discrimination
Educational and Psychological Measurement, March 1, 1989; 49(1): 287 - 295.
[Abstract]