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The Difference between Estimated and Perceived Item Difficulty: An Empirical Study

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Title: The Difference between Estimated and Perceived Item Difficulty: An Empirical Study
Language: English
Authors: Ayfer Sayin (ORCID 0000-0003-1357-5674), Okan Bulut (ORCID 0000-0001-5853-1267)
Source: International Journal of Assessment Tools in Education. 2024 11(2):368-387.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High Schools, Standardized Tests, Placement Tests, Achievement Tests, Reading Comprehension, Grammar, Thinking Skills, Difficulty Level, Test Construction, Expertise, Predictive Validity, Predictive Measurement, Feedback (Response)
Geographic Terms: Turkey
ISSN: 2148-7456
Abstract: Test development is a complicated process that demands examining various factors, one of them being writing items of varying difficulty. It is important to use items of a different range of difficulty to ensure that the test results accurately indicate the test-taker's abilities. Therefore, the factors affecting item difficulty should be defined, and item difficulties should be estimated before testing. This study aims to investigate the factors that affect estimated and perceived item difficulty in the High School Entrance Examination in Türkiye and to improve estimation accuracy by giving feedback to the experts. The study started with estimating item difficulty for 40 items belonging to reading comprehension, grammar, and reasoning based on data. Then, the experts' predictions were compared with the estimated item difficulty and feedback was provided to improve the accuracy of their predictions. The study found that some item features (e.g., length and readability) did not affect the estimated difficulty but affected the experts' item difficulty perceptions. Based on these results, the study concludes that providing feedback to experts can improve the factors affecting their item difficulty estimates. So, it can help improve the quality of future tests and provide feedback to experts to improve their ability to estimate item difficulty accurately.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440261
Database: ERIC
FullText Text:
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  Data: The Difference between Estimated and Perceived Item Difficulty: An Empirical Study
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  Data: <searchLink fieldCode="AR" term="%22Ayfer+Sayin%22">Ayfer Sayin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1357-5674">0000-0003-1357-5674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Okan+Bulut%22">Okan Bulut</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5853-1267">0000-0001-5853-1267</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2024 11(2):368-387.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Placement+Tests%22">Placement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+Validity%22">Predictive Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+Measurement%22">Predictive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: 2148-7456
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  Data: Test development is a complicated process that demands examining various factors, one of them being writing items of varying difficulty. It is important to use items of a different range of difficulty to ensure that the test results accurately indicate the test-taker's abilities. Therefore, the factors affecting item difficulty should be defined, and item difficulties should be estimated before testing. This study aims to investigate the factors that affect estimated and perceived item difficulty in the High School Entrance Examination in Türkiye and to improve estimation accuracy by giving feedback to the experts. The study started with estimating item difficulty for 40 items belonging to reading comprehension, grammar, and reasoning based on data. Then, the experts' predictions were compared with the estimated item difficulty and feedback was provided to improve the accuracy of their predictions. The study found that some item features (e.g., length and readability) did not affect the estimated difficulty but affected the experts' item difficulty perceptions. Based on these results, the study concludes that providing feedback to experts can improve the factors affecting their item difficulty estimates. So, it can help improve the quality of future tests and provide feedback to experts to improve their ability to estimate item difficulty accurately.
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  Data: EJ1440261
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 368
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Placement Tests
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Predictive Validity
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      – SubjectFull: Predictive Measurement
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Turkey
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      – TitleFull: The Difference between Estimated and Perceived Item Difficulty: An Empirical Study
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