Model
Digital Document
Publisher
Florida Atlantic University
Description
We have developed a method of quantifying multiple-choice test items in an
introductory physical science course in terms of the various tasks required to solve
the problem. We assign a numerical level of difficulty to each task so that any
question can be assigned a degree of difficulty, which is the sum of the individual
levels of difficulty associated in each steps. Using the questions and results from the
tests we have investigated the relationship between the degree of difficulty of each
question and the corresponding discrimination index. Our results indicate that as the
degree of difficulty increases so does the capability of the item to discriminate
between students with different abilities. There is a maximum degree of difficulty
beyond which the discrimination starts to decrease. At that point, test items become
too difficult. Thus, it should be possible in future to design items that will provide
optimum discrimination.
introductory physical science course in terms of the various tasks required to solve
the problem. We assign a numerical level of difficulty to each task so that any
question can be assigned a degree of difficulty, which is the sum of the individual
levels of difficulty associated in each steps. Using the questions and results from the
tests we have investigated the relationship between the degree of difficulty of each
question and the corresponding discrimination index. Our results indicate that as the
degree of difficulty increases so does the capability of the item to discriminate
between students with different abilities. There is a maximum degree of difficulty
beyond which the discrimination starts to decrease. At that point, test items become
too difficult. Thus, it should be possible in future to design items that will provide
optimum discrimination.
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