[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.
Education & instruction
Author, co-author :
Sonnleitner, Philipp ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)
Using the LLTM to evaluate an item-generating system for reading comprehension