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Identifying Word-Problem Difficulty: An Item Response Analysis of an Additive Word-Problem Screener

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Bibliographic Details
Title: Identifying Word-Problem Difficulty: An Item Response Analysis of an Additive Word-Problem Screener
Language: English
Authors: Alison M. Hardy (ORCID 0009-0002-5197-9223), J. E. Miller (ORCID 0000-0002-9258-8774), Sarah R. Powell (ORCID 0000-0002-6424-6160), Nancy Scammacca (ORCID 0000-0002-7484-5976)
Source: Psychology in the Schools. 2025 62(10):3912-3925.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A150078
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Students, Word Problems (Mathematics), Mathematics Education, Secondary School Students, Mathematics Skills, Difficulty Level, Learning Problems, Mathematics Tests, Screening Tests, Test Theory, Computation, Identification, Intervention
DOI: 10.1002/pits.23582
ISSN: 0033-3085
1520-6807
Abstract: Students encounter hundreds of word problems throughout the elementary grades and on standardized assessments through high school. To demonstrate proficiency on these measures of mathematics competency, students must be skilled in solving word problems. Early detection of word-problem difficulty is essential, and screeners play an important role in early detection. There are, however, a limited number of word-problem screeners and very few nonproprietary brief screeners. Thus, this paper examines the "Additive Word-Problem Screener"--a 12-min, free-to-use, eight-problem screener. Through examination of classical test theory and calculation of item response theory statistics, we determined that the "Additive Word-Problem Screener" is a promising short-form screener for identifying students with word-problem difficulty.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1483433
Database: ERIC
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Description
Abstract:Students encounter hundreds of word problems throughout the elementary grades and on standardized assessments through high school. To demonstrate proficiency on these measures of mathematics competency, students must be skilled in solving word problems. Early detection of word-problem difficulty is essential, and screeners play an important role in early detection. There are, however, a limited number of word-problem screeners and very few nonproprietary brief screeners. Thus, this paper examines the "Additive Word-Problem Screener"--a 12-min, free-to-use, eight-problem screener. Through examination of classical test theory and calculation of item response theory statistics, we determined that the "Additive Word-Problem Screener" is a promising short-form screener for identifying students with word-problem difficulty.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23582