| Reference : Using the LLTM to evaluate an item-generating system for reading comprehension |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/12836 | |||
| Using the LLTM to evaluate an item-generating system for reading comprehension | |
| English | |
Sonnleitner, Philipp  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >] | |
| 2008 | |
| Psychology Science Quarterly | |
| 50 | |
| 3 | |
| 345-362 | |
| Yes | |
| International | |
| [en] reading comprehension ; LLTM ; item-generating rules | |
| [en] 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. | |
| Researchers ; Professionals ; Students ; General public | |
| http://hdl.handle.net/10993/12836 |
| File(s) associated to this reference | ||||||||||||||
|
Fulltext file(s):
| ||||||||||||||
All documents in ORBilu are protected by a user license.
