[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.
Disciplines :
Psychologie cognitive & théorique
Auteur, co-auteur :
SONNLEITNER, Philipp ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)
Langue du document :
Allemand
Titre :
Versuch eines Konstruktionsrationals zum Leseverständnis: Entwicklung und Evaluation auf Basis kognitiver Modelle
Titre traduit :
[en] A item-development rationale for reading comprehension: development and evaluation on the basis of cognitive models
Date de publication/diffusion :
2009
Nom de la manifestation :
10. Arbeitstagung der Fachgruppe für Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik
Lieu de la manifestation :
Landau, Allemagne
Date de la manifestation :
from 28-09-2009 to 30-09-2009
Sur invitation :
Oui
Manifestation à portée :
International
Commentaire :
Paper presented on the occasion of the ceremony for the master thesis award of the DPPD 2009
