Reference : Using the LLTM to evaluate an item-generating system for reading comprehension
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Using the LLTM to evaluate an item-generating system for reading comprehension
Sonnleitner, Philipp mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Psychology Science Quarterly
[en] reading comprehension ; LLTM ; item-generating rules
[en] Due to inconclusive findings concerning the components responsible for the difficulty of reading
comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven modeling of item complexity applying Fischer’s (1973) linear logistic test model (LLTM) to a German reading comprehension test. This approach guarantees an evaluation of the postulated item-generating system; moreover construct validity of the administered test is investigated. Previous findings in this field are considered; additionally, some text features are introduced to this debate and their impact on item difficulty is discussed. Results once more show a strong influence of formal components (e.g. the
number of presented response options in a multiple-choice-format), but also indicate how this effect can be minimized.
Researchers ; Professionals ; Students ; General public

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