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The relationship between item diffic...

Hotiu, Angelica.

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The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course./
作者:	Hotiu, Angelica.
面頁冊數:	537 p.
附註:	Source: Masters Abstracts International, Volume: 45-02, page: 0881.
Contained By:	Masters Abstracts International45-02.
標題:	Physics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1438961
ISBN:	9780542951169

The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
Hotiu, Angelica.

The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course. - 537 p.

Source: Masters Abstracts International, Volume: 45-02, page: 0881.

Thesis (M.S.)--Florida Atlantic University, 2006.

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.

ISBN: 9780542951169Subjects--Topical Terms:

1018488
Physics, General.

The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
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245 1 4 $a The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
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520 $a 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.
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