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Unpacking the Impact of Item Difficulty: Traditional Testing in Online Learning

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Title: Unpacking the Impact of Item Difficulty: Traditional Testing in Online Learning
Language: English
Authors: Necati Taskin (ORCID 0000-0001-8519-6185)
Source: International Journal of Technology in Education. 2025 8(4):998-1021.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Items, Difficulty Level, Online Courses, College Freshmen, Second Language Instruction, Test Format, Student Attitudes, Anxiety, Evaluation Methods, Scores, Academic Achievement
ISSN: 2689-2758
Abstract: This study examines the effect of item order (random, increasingly difficult, and decreasingly difficult) on student performance, test parameters, and student perceptions in multiple-choice tests administered in a paper-and-pencil format after online learning. In the research conducted using an explanatory sequential mixed methods design, quantitative data were first analyzed and then qualitative data were collected to examine these findings in depth. 2131 freshman university students participated in the quantitative part of the study and 312 students participated in the qualitative part. After 14 weeks of online foreign language education, tests with different item orders were applied to measure the academic achievement of the students. The findings revealed that item order did not significantly affect academic achievement of students. Item order was found to not affect test parameters such as test difficulty and reliability. The most striking finding the difficulty level of the items changes depending on the item ordering. Findings regarding student perceptions show that encountering difficult questions at the beginning of the test reduces motivation, increases anxiety, and creates a negative perception of the assessment process. Additionally, students emphasize that the assessment process should be compatible with the pedagogical structure of online learning. These findings indicate that students' perceptions as well as test statistics should be taken into account in test design. In this context, conducting the assessment of education provided through online learning in an online environment can eliminate many discussions regarding the item order. Based on these findings, it is recommended that future research be expanded to include different courses, item order method, and individual student differences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486740
Database: ERIC
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  Availability: 0
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  Data: Unpacking the Impact of Item Difficulty: Traditional Testing in Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Necati+Taskin%22">Necati Taskin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8519-6185">0000-0001-8519-6185</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2025 8(4):998-1021.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: <searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: 2689-2758
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  Data: This study examines the effect of item order (random, increasingly difficult, and decreasingly difficult) on student performance, test parameters, and student perceptions in multiple-choice tests administered in a paper-and-pencil format after online learning. In the research conducted using an explanatory sequential mixed methods design, quantitative data were first analyzed and then qualitative data were collected to examine these findings in depth. 2131 freshman university students participated in the quantitative part of the study and 312 students participated in the qualitative part. After 14 weeks of online foreign language education, tests with different item orders were applied to measure the academic achievement of the students. The findings revealed that item order did not significantly affect academic achievement of students. Item order was found to not affect test parameters such as test difficulty and reliability. The most striking finding the difficulty level of the items changes depending on the item ordering. Findings regarding student perceptions show that encountering difficult questions at the beginning of the test reduces motivation, increases anxiety, and creates a negative perception of the assessment process. Additionally, students emphasize that the assessment process should be compatible with the pedagogical structure of online learning. These findings indicate that students' perceptions as well as test statistics should be taken into account in test design. In this context, conducting the assessment of education provided through online learning in an online environment can eliminate many discussions regarding the item order. Based on these findings, it is recommended that future research be expanded to include different courses, item order method, and individual student differences.
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        PageCount: 25
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      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Difficulty Level
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      – SubjectFull: Online Courses
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      – SubjectFull: College Freshmen
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Test Format
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Anxiety
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Scores
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      – SubjectFull: Academic Achievement
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      – TitleFull: Unpacking the Impact of Item Difficulty: Traditional Testing in Online Learning
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