The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations

2021 ◽  
Author(s):  
M. Christina Schneider ◽  
Jared Agrimson ◽  
Mary Veazey
Keyword(s):  
Item Difficulty ◽  
Achievement Level ◽  
The Relationship

scholarly journals THE RELATIONSHIP BETWEEN ITEM DIFFICULTY AND TEST VALIDITY AND RELIABILITY

1955 ◽  
Vol 1955 (2) ◽  
pp. i-7
Author(s):  
Charles T. Myers
Keyword(s):  
Item Difficulty ◽  
Test Validity ◽  
Validity And Reliability ◽  
The Relationship

Mathematics Grade as Correlate to Performance in the National Achievement Test

2020 ◽  
Vol 8 (1) ◽  
pp. 31-41
Author(s):  
Daryl T. Paredes ◽  
Ronalyn G. Albopera ◽  
Gladys T. Balog ◽  
Vincent A. Buladas ◽  
Mary Grace D. Hoyle ◽  
...  
Keyword(s):  
Academic Performance ◽  
Significant Degree ◽  
Achievement Test ◽  
Department Of Education ◽  
Test Results ◽  
Achievement Level ◽  
School Year ◽  
Documentary Analysis ◽  
Student’S Performance ◽  
The Relationship

Tests in schools can be informative. However, the Department of Education administered a set of examinations like the National Achievement Test which is designed to determine the learner's achievement level, strengths, and weaknesses in five curricular subject areas at the end of the school year. The study intended to look into the relationship between academic performance in Mathematics and NAT results. There has been a purposive universal sampling design. It is purposive because the research is only studying the academic performance in Mathematics, and universal because the subjects of the study are all the grade six pupils of Victoriano D. Tirol Advanced Learning Center for four consecutive school years. Documentary analysis was used as to the data of existing records on the academic performance and National Achievement Test results in Mathematics. The association between academic achievement and NAT outcomes in Mathematics was investigated using correlation analysis and one-way analysis of variance (ANOVA). The analyses revealed that there is a significant correlation between the pupil's academic performance and NAT results. Also, there is a significant degree of variance in the student's performance as to National Achievement Test Results in four consecutive school years.

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

Design and Develop a Cybersecurity Education Framework Using Capture the Flag (CTF)

2019 ◽  
pp. 123-153 ◽  
Author(s):  
Li Jing Khoo
Keyword(s):  
Exploratory Study ◽  
Information Technologies ◽  
National Level ◽  
Tertiary Level ◽  
Achievement Level ◽  
Cyber Threats ◽  
Skill Gaps ◽  
Computer Knowledge ◽  
Malaysian Students ◽  
The Relationship

The rise of cyber threats is projecting the growth of cybersecurity education. Malaysian students who are interested in studying computing and information technologies suffer from knowledge and skill gaps because the earliest exposure of formal computer knowledge happens only at tertiary level education. In addition, the ever-evolving cyber landscape complicated the gaps and exposure. This chapter reveals the learner's motivation factor through an exploratory study in a national level cybersecurity competition. By simulating a real-world cyber landscape, a customized cybersecurity game, Capture the Flag was designed, developed, and validated as an experiment to study the relationship between learners' motivation and achievement level.

The relationship between non-functioning distractors and item difficulty of multiple choice questions: A descriptive analysis

2014 ◽  
Vol 2 (4) ◽  
pp. 148 ◽  
Author(s):  
HamzaMohammad Abdulghani ◽  
Farah Ahmad ◽  
Abdulmajeed Aldrees ◽  
MahmoudS Khalil ◽  
GomindaG Ponnamperuma
Keyword(s):  
Item Difficulty ◽  
Descriptive Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
The Relationship

scholarly journals HUBUNGAN KECERDASAN SPIRITUAL DAN EMOSIONAL DENGAN KINERJA GURU

2021 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Helfia Helfia
Keyword(s):  
Emotional Intelligence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Spiritual Intelligence ◽  
Achievement Level ◽  
Maximum Score ◽  
Intelligence Score ◽  
Correlation Techniques ◽  
The Relationship

Spiritual and emotional intelligence is one of the most important components in tecacher’s performance. The teacher should be able to perform the planning of teaching and learning process, implementing teaching and learning process, evaluating learning process and implementing the accountable follow-up, therefore the teacher’s performance will be better. In implementing the performance, the teacher must have good spiritual and emotional intelligence. The aim of the study is to show the relationship between spiritual intelligence and emotional intelligence and the teacher’s performance in all of SDIT metro city.The hypothesis proposed is; There is a positive and significant relationship between the Relationship of Spiritual Intelligence and Emotional Intelligence and the teacher’s performance either individually or collectively. This research is designed quantitatively with the research population are all teachers who are in SDIT of Metro city with total number is 93 teachers.The sampling ofthe study was done with the formula from isaac and michael, which the table with the level of error 10%. The instrument usedLikert scale model questionnaire that has been tested for its validity and reliability.The first and second hypotheses were tested with partial correlation techniques, and the third used multiple correlation techniques. The results showed that (1) the achievement level of spiritual intelligence score of 76.31% from ideal maximum score and included enough categories.Spiritual intelligence contributes significantly to the teacher's performance of 17.70%.(2) The achievement level of Emotional Intelligence score of 79.97% of the ideal maximum score and including enough category. Emotional intelligence contributes significantly to teachers' performance of 14.40%.(3) Level of achievement of teacher performance score equal to 77,39% from ideal maximum score and included enough category. Spiritual intelligence and emotional intelligence together contribute significantly to teacher performance by 39.50%. The study found that the two predictor variables studied individually and collectively contributed significantly to teacher performance. Therefore these two predictors need more attention to improve teacher performance.Thus, the performance of teachers will be better with the increase of spiritual and emotional intelligence.

Relationships Among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors

2013 ◽  
Vol 18 (2) ◽  
pp. 99-121 ◽  
Author(s):  
M. Christina Schneider ◽  
Kristen L. Huff ◽  
Karla L. Egan ◽  
Margie L. Gaines ◽  
Steve Ferrara
Keyword(s):  
Cognitive Complexity ◽  
Item Difficulty ◽  
Achievement Level

The Theoretical Relationship between Item Difficulty and The “In Doubt” Response in Music Tests

1979 ◽  
Vol 27 (3) ◽  
pp. 163-172
Author(s):  
Neil A. Levendusky
Keyword(s):  
Item Difficulty ◽  
Correlation Coefficients ◽  
Fourth Grade ◽  
Music Literacy ◽  
Theoretical Relationship ◽  
Musical Aptitude ◽  
Fourth Grade Students ◽  
The Mean ◽  
Mean Differences ◽  
The Relationship

The Musical Aptitude Profile (MAP) and the Iowa Tests of Music Literacy (ITML) were administered to 90 fourth-grade students to investigate the theoretical validity of the relationship between use of the “in doubt” response and item difficulty. The purpose of the study was to question Gordon's (the author of the test battery) theory that the use of the “in doubt” response increases as item difficulty increases. Statistically significant correlations between use of the “in doubt” response and item difficulty were found for all total tests of both batteries, the ITML Tonal subtest, Reading Recognition, and the MAP Tonal subtest, Harmony. No significant correlation coefficients were found for any of the Rhythm subtests. When the mean use of the “in doubt” response for items of extreme difficulty-very easy and very difficult—were compared, all mean differences were statistically significant except for the MAP Rhythm subtest, Meter, and the ITML Tonal subtest, Aural Perception.

On the Relationship Between Differential Item Functioning and Item Difficulty

2011 ◽  
Vol 72 (1) ◽  
pp. 5-36 ◽  
Author(s):  
María Verónica Santelices ◽  
Mark Wilson
Keyword(s):  
Differential Item Functioning ◽  
Item Difficulty ◽  
Item Functioning ◽  
The Relationship
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