Does the position of correct answers in multiple-choice items influence item difficulty?

Scientific Conference (2009)

Due to economical reasons, the multiple-choice response format is often the preferred response format for test construction, especially in large-scale-assessments which claim for quick processing on the ... [more ▼]

Due to economical reasons, the multiple-choice response format is often the preferred response format for test construction, especially in large-scale-assessments which claim for quick processing on the examinees side and automated scoring on test makers side. As a disadvantage, research on effects of answer-key balancing and various “response sets” indicates an unfavourable influence of the position of correct answers on item difficulty. To examine this effect, two different multiple-choice response formats (“1 out of 6” and “2 out of 5”) were administered in 3 versions each (correct answers at extreme position, middle position or random) in the course of a large-scale competence assessment in reading comprehension. Furthermore, to investigate age-dependent effects this design was applied to 4th and 8th grade students and finally analyzed using the LLTM (Fischer, 1973). Results give useful hints for further test developments, especially in the field of Large-Scale-Assessments. [less ▲]

Using the LLTM to evaluate an item-generating system for reading comprehension

in Psychology Science Quarterly (2008), 50(3), 345-362

Due to inconclusive findings concerning the components responsible for the difficulty of reading comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven ... [more ▼]

Due to inconclusive findings concerning the components responsible for the difficulty of reading comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven modeling of item complexity applying Fischer’s (1973) linear logistic test model (LLTM) to a German reading comprehension test. This approach guarantees an evaluation of the postulated item-generating system; moreover construct validity of the administered test is investigated. Previous findings in this field are considered; additionally, some text features are introduced to this debate and their impact on item difficulty is discussed. Results once more show a strong influence of formal components (e.g. the number of presented response options in a multiple-choice-format), but also indicate how this effect can be minimized. [less ▲]

Using the LLTM to determine an item-generating system for reading comprehension

Poster (2008)

Due to inconclusive findings concerning the components responsible for the difficulty of reading comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven ... [more ▼]

Due to inconclusive findings concerning the components responsible for the difficulty of reading comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven modeling of item complexity applying Fischer’s (1973) linear logistic test model (LLTM) to a German reading comprehension test. This approach guarantees an evaluation of the postulated item-generating system; moreover construct validity of the administered test is investigated. Previous findings in this field are considered; additionally, some text features are introduced to this debate and their impact on item difficulty is discussed. Results once more show a strong influence of formal components (e.g. the number of presented response options in a multiple-choice-format), but also indicate how this effect can be minimized. [less ▲]

Entwicklung von Standard-Tests zur Überprüfung der Bildungsstandards für Mathematik und Deutsch am Ende der 4. und 8. Schulstufe (Testungen 2006 und 2007)

Report (2007)

Testtheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 2:2007)

Report (2007)

Entwicklung und Bewährung eines Regelkatalogs zur Itemerstellung

Presentation (2007)

Large-Scale Assessments zu den Bildungsstandards in Österreich: Testkonzept, Testdurchführung und Ergebnisverwertung

in Erziehung und Unterricht (2007), 157