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Assessment of Validity, Reliability and Difficulty Indices for Teacher-built Physics Exam Questions in First Year High School  [PDF]
G Jandaghi
Arts and Social Sciences Journal , 2011,
Abstract: The purpose of the research is to determine high school teachers’ skill rate in designing exam questions in physics subject. The statistical population was all of physics exam shits for two semesters in one school year from which a sample of 364 exam shits was drawn using multistage cluster sampling. Two experts assessed the shits and by using appropriate indices and z-test and chi-squared test the analysis of the data was done. We found that the designed exams have suitable coefficients of validity and reliability. The level of difficulty of exams was high. No significant relationship was found between male and female teachers in terms of the coefficient of validity and reliability but a significant difference between the difficulty level in male and female teachers was found (P<0.001). It means that female teachers had designed questions that are more difficult. We did not find any significant relationship between the teachers’ gender and the coefficient of discrimination of the exams.
Rate of validity, reliability and difficulty indices for teacher-designed exam questions in first year high school
Gholamreza Jandaghi,Fatemeh Shaterian
International Journal of Human Sciences , 2008,
Abstract: The purpose of the research is to determine high school teachers’ skill rate in designing exam questions in mathematics subject. The statistical population was all of mathematics exam shits for two semesters in one school year from which a sample of 364 exam shits was drawn using multistage cluster sampling. Two experts assessed the shits and by using appropriate indices and z-test and chi-squared test the analysis of the data was done. We found that the designed exams have suitable coefficients of validity and reliability. The level of difficulty of exams was high. No significant relationship was found between male and female teachers in terms of the coefficient of validity and reliability but a significant difference between the difficulty level in male and female teachers was found (P<.001). It means that female teachers had designed more difficult questions. We did not find any significant relationship between the teachers’ gender and the coefficient of discrimination of the exams.
Re-examining text difficulty through automated textual analysis tools and readers’ beliefs: the case of the Greek State Certificate of English Language Proficiency exam  [cached]
Jenny Liontou
Research Papers in Language Teaching and Learning , 2012,
Abstract: This article reports on an exploratory study that aimed at describing and comparing a range of linguistic features that characterize the reading texts used at the B2 and C1 level of the Greek State Certificate of English Language Proficiency exam (KPG1). Its ultimate purpose was to explore the contribution of such features to perceived text difficulty while at the same time examining the relationship between strategy use and test-takers’ perceived level of reading comprehension difficulty reported in 7,250 questionnaires. Text analysis revealed significant differences between B2 and C1 reading texts for a specific number of text features such as word, paragraph and text length, readability indices, levels of word frequency and presence of words with rich conceptual content. A significant correlation was also found between B2 test-takers’ perception of reading module difficulty and specific text features i.e. lexical diversity, abstract words, positive additive connectives and anaphoric references between adjacent sentences. With regard to C1 test-takers, data analysis showed that two specific text variables i.e. positive logical connectives and argument overlap, correlated significantly with readers’ perception of reading module difficulty. Finally, problem-solving reading strategies such as rereading the text, guessing the meaning of unknown words and translating in mother tongue were found to correlate significantly with perceived text difficulty, whereas support-type reading strategies such as underlining or selectively reading parts of the text were less often employed regardless KPG test-takers’ perception of text difficulty. The findings of this study could help both EFL teachers and test designers gain valuable knowledge regarding EFL learners’ reading habits and also become more alert to the difficulty specific text features impose on the latter.
índice de Dificultad del examen de Morfofisiología Humana I The difficulty index of Human Morphophysiology I exam  [cached]
Eiglys Argudín Somonte,Pedro Díaz Rojas,Elizabeth Leyva Sánchez
Educaci?3n M??dica Superior , 2011,
Abstract: Se realizó una investigación con el objetivo de caracterizar el examen ordinario de Morfofisiología Humana I aplicado durante el curso 2005-2006 del Programa Nacional de Formación de Medicina Integral Comunitaria. Se realizó una entrevista al grupo de expertos para clasificar las preguntas e incisos del examen de acuerdo al área de las ciencias básicas biomédicas que exploran, los contenidos temáticos explorados y el tipo de pregunta utilizada, esto permitió valorar el comportamiento del índice de dificultad. Se realizó la técnica grupo focal a los expertos para conocer su opinión acerca de los resultados obtenidos del análisis. Como resultado se encontró que la dificultad de las preguntas e incisos estuvo dada por la complejidad de los temas explorados, la forma en que fueron redactadas, el tipo de inciso utilizado y el número de áreas que fueron representadas en cada inciso. En el examen las preguntas e incisos que exploraran mayor número de áreas de las ciencias y su dise o corresponde al tipo de selección múltiple, presentaron mayor dificultad. A research was done with the objective of characterizing the written exams of the discipline Human Morphophysiology for the first cohort of students of the National Program of Comprehensive Community Medicine in the teaching course 2005-2006. A group of experts was interviewed to classify the questions and items of the exams according to the area of the biomedical basic sciences they explored and the types of questions that were used. This process allowed the assessment of the difficulty index behavior. A technique of focal group with experts was used to know their opinion about the results obtained from the analysis. The results showed that the difficulty of the questions and items was due to the complexity of the themes dealt with, the way they were written, the kind of items used and the number of knowledge areas explored in each item. In the exam, the questions and items that explored the greatest number of science areas were of the multiple choice kind and showed the greatest degree of difficulty.
A Gitest-Based Analysis and Evaluation in Language Testing—A Case of a Final Exam  [cached]
Gan Li
English Language and Literature Studies , 2013, DOI: 10.5539/ells.v3n3p88
Abstract: This paper analyses and evaluates an English final exam paper through GitestIII, which was developed and popularized by Guangdong University of Foreign Studies. The analysis includes detailed item response analysis for objectives, obtaining such information as reliability, validity, difficulty, discrimination index, etc. With this case study done, language teachers would be encouraged to adopt the application of modern statistics such as Gitest and SPSS in similar exams to get more useful information about the exams, thus guiding the teaching and testing more efficiently and scientifically.
Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam  [cached]
Leslie Sargent Jones
Medical Education Online , 2001,
Abstract: We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam), the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.
RESEARCH ON SIMULATE TRIAL FOR THE OPTIMALMATCH BETWEEN THE DISTRIBUTION OF ABILITY ANDTHE DISTRIBUTION OF ITEM DIFFICULTY
项目难度与被试能力分布最优匹配的模拟研究

Li Jinbo Wang Quan,
李金波
,王权

心理学报 , 1998,
Abstract: This research explored optimal match between distribution of the examinees ability and distribution of the items ' difficulty by Monte Carlo Simulate Approach. The results showed that when the distribution of the examinees ' ability were standard normal, positive skewness or negative skewness and the distribution of items ' difficulty were the same as ability distribution respectively, the indices of match, such as the expected information function value, maximum information function value and reliability were higher than the other match indices. The accuracy was also higher than the other match in estimating item difficulty, discrimination and examinees ' ability.
The Levels Of Difficulty And Discrimination Indices In Type A Multiple Choice Questions Of Pre-clinical Semester 1 Multidisciplinary Summative Tests  [PDF]
Mitra N K,Nagaraja H S,Ponnudurai G,Judson J P
International e-Journal of Science, Medicine & Education , 2009,
Abstract: Item analysis is the process of collecting, summarizingand using information from students’ responses to assessthe quality of test items. Difficulty index (P) andDiscrimination index (D) are two parameters whichhelp evaluate the standard of MCQ questions used in anexamination, with abnormal values indicating poorquality. In this study, 120 test items of 12 Type A MCQtests of Foundation 1 multi-disciplinary summativeassessment from M2 / 2003 to M2 / 2006 cohorts ofInternational Medical University were selected andtheir P-scores in percent and D-scores were estimatedusing Microsoft Office Excel. The relationship betweenthe item difficulty index and discrimination index foreach test item was determined by Pearson correlationanalysis using SPSS 11.5. Mean difficulty index scores ofthe individual summative tests were in the range of 64%to 89%. One-third of total test items crossed thedifficulty index of 80% indicating that those items wereeasy for the students. Sixty seven percent of the testitems showed acceptable (> 0.2) discrimination index.Forty five out of 120 test items showed excellentdiscrimination index. Discrimination index correlatedpoorly with difficulty index (r = -0.325). In conclusion,a consistent level of test difficulty and discriminationindices was maintained from 2003 to 2006 in all thetwelve summative type A MCQ tests.
Quantum exam  [PDF]
Nguyen Ba An
Physics , 2006,
Abstract: Absolutely and asymptotically secure protocols for organizing an exam in a quantum way are proposed basing judiciously on multipartite entanglement. The protocols are shown to stand against common types of eavesdropping attack.
Teaching InterMath: An Instructor’s Success
Sarah Ledford
Mathematics Educator , 2006,
Abstract: This paper discusses the InterMath courses from the perspective of an instructor. The instructor writing this paper was teaching her sixth InterMath course in the same school system at the time this was written. This paper describes a typical InterMath class and the success stories of many of the teachers participating in the courses. The instructor also reflects upon her growth as a teacher during her experience with InterMath.
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