Relevant bibliographies by topics / Analysis of item difficulty

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Analysis of item difficulty'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Analysis of item difficulty"

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Cuhadar, Ismail, Yanyun Yang, and Insu Paek. "Consequences of Ignoring Guessing Effects on Measurement Invariance Analysis." Applied Psychological Measurement 45, no. 4 (2021): 283–96. http://dx.doi.org/10.1177/01466216211013915.

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Pseudo-guessing parameters are present in item response theory applications for many educational assessments. When sample size is not sufficiently large, the guessing parameters may be ignored from the analysis. This study examines the impact of ignoring pseudo-guessing parameters on measurement invariance analysis, specifically, on item difficulty, item discrimination, and mean and variance of ability distribution. Results show that when non-zero guessing parameters are ignored from the measurement invariance analysis, item discrimination estimates tend to decrease particularly for more diffi
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Alpusari, Mahmud. "ANALISIS BUTIR SOAL KONSEP DASAR IPA 1 MELALUI PENGGUNAAN PROGRAM KOMPUTER ANATES VERSI 4.0 FOR WINDOWS." Primary: Jurnal Pendidikan Guru Sekolah Dasar 3, no. 2 (2015): 106. http://dx.doi.org/10.33578/jpfkip.v3i2.2501.

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This research was qualitative research with descriptive method. Subject was student teachers who took Fundamental Science 1. Based on validity analysis of item on 1 % significance level, there were 16 valid items, 26 valid ietms for 5 % significance level, and 14 invalid items. Then, analysis of distinguishing items, the item number 20 was very worst, 15 items were poor, other 15 item were fair and the other items were good. Meanwhile, analysis of level of difficulty, 17 item were very easy, 9 items were easy, 11 items were moderate, an item was difficult, and the others were very difficult. A
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Habib, Md Ahsan, Humayun Kabir Talukder, Md Mahbubur Rahman, and Shahnila Ferdousi. "Post-application Quality Analysis of MCQs of Preclinical Examination Using Item Analysis." Bangladesh Journal of Medical Education 7, no. 1 (2017): 2–7. http://dx.doi.org/10.3329/bjme.v7i1.32220.

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Multiple choice questions (MCQs) have considerable role in the preclinical medical assessment, both formative as well as summative. This cross sectional descriptive study was conducted to observe the quality of MC items (completion type) of anatomy, biochemistry and physiology used in preclinical undergraduate medical examinations of 2012 and 2013 of a public university of Bangladesh. Each MC item had a stem and 5 options, and 1200 options were analyzed for difficulty and discrimination indices. Total 556 options were false statements (distracters) and were analyzed to observe their effectiven
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Suruchi, Suruchi, and Surender Singh Rana. "Test Item Analysis and Relationship Between Difficulty Level and Discrimination Index of Test Items in an Achievement Test in Biology." Paripex - Indian Journal Of Research 3, no. 6 (2012): 56–58. http://dx.doi.org/10.15373/22501991/june2014/18.

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Pradanti, Septi Ika, Martono Martono, and Teguh Sarosa. "An Item Analysis of English Summative Test for The First Semester of The Third Grade Junior High School Students in Surakarta." English Education 6, no. 3 (2018): 312. http://dx.doi.org/10.20961/eed.v6i3.35891.

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<p>The aims of this research are:(1) to find out whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test or not; and (2)To describe whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test item viewed from difficulty level, discrimination power, and distractor evaluation or not. The data were taken from 100 students‟ answer sheets in five schools in Surakarta. The test item was an
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Khilnani, Ajeet Kumar, Rekha Thaddanee, and Gurudas Khilnani. "Development of multiple choice question bank in otorhinolaryngology by item analysis: a cross-sectional study." International Journal of Otorhinolaryngology and Head and Neck Surgery 5, no. 2 (2019): 449. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20190779.

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<p class="abstract"><strong>Background:</strong> Multiple choice questions (MCQs) are routinely used for formative and summative assessment in medical education. Item analysis is a process of post validation of MCQ tests, whereby items are analyzed for difficulty index, discrimination index and distractor efficiency, to obtain a range of items of varying difficulty and discrimination indices. This study was done to understand the process of item analysis and analyze MCQ test so that a valid and reliable MCQ bank in otorhinolaryngology is developed.</p><p class="abstr
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Park, Eun-Young, and Soojung Chae. "Rasch Analysis of the Korean Parenting Stress Index Short Form (K-PSI-SF) in Mothers of Children with Cerebral Palsy." International Journal of Environmental Research and Public Health 17, no. 19 (2020): 7010. http://dx.doi.org/10.3390/ijerph17197010.

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The purpose of this study was to investigate the psychometric characteristics of the Korean Parenting Stress Index Short Form (K-PSI-SF) for mothers of children with cerebral palsy (CP) by using a Rasch analysis. The participants were 114 mothers of children with CP whose ages ranged from 2.79 to 11.90 years. The K-PSI-SF consists of 36 items, with a 5-point Likert scale grading along three subscales (Parent Distress, Parent–Child Dysfunctional Interaction, and Difficult Child). The response data were analyzed, and we determined the item fitness and item difficulty, rating scale fit, and separ
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Nair, Manju K., and Dawnji S. R. "Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis." International Journal of Basic & Clinical Pharmacology 6, no. 6 (2017): 1265. http://dx.doi.org/10.18203/2319-2003.ijbcp20172001.

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Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and
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Shanmugam, S. Kanageswari Suppiah, Vincent Wong, and Murugan Rajoo. "EXAMINING THE QUALITY OF ENGLISH TEST ITEMS USING PSYCHOMETRIC AND LINGUISTIC CHARACTERISTICS AMONG GRADE SIX PUPILS." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 63–101. http://dx.doi.org/10.32890/mjli2020.17.2.3.

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Purpose - This study examined the quality of English test items using psychometric and linguistic characteristics among Grade Six pupils. Method - Contrary to the conventional approach of relying only on statistics when investigating item quality, this study adopted a mixed-method approach by employing psychometric analysis and cognitive interviews. The former was conducted on 30 Grade Six pupils, with each item representing a different construct commonly found in English test papers. Qualitative input was obtained through cognitive interviews with five Grade Six pupils and expert judgements f
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Rusch, Reuben R., Cynthia L. Trigg, Ray Brogan, and Scott Petriquin. "Item Difficulty and Item Validity for the Children's Group Embedded Figures Test." Perceptual and Motor Skills 78, no. 1 (1994): 75–79. http://dx.doi.org/10.2466/pms.1994.78.1.75.

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The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficu
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Dissertations / Theses on the topic "Analysis of item difficulty"

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ISHII, Hidetoki, Kazuhiro YASUNAGA, 秀宗 石井 та 和央 安永. "国語読解テストにおける設問文中の単語の難しさが能力評価に及ぼす影響 : 具体例を回答させる設問の検討". 名古屋大学大学院教育発達科学研究科, 2012. http://hdl.handle.net/2237/16163.

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Kim-O, Mee-Ae (Mia). "Analysis of item difficulty and change in mathematical achievement from 6th to 8th grade's longitudinal data." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41194.

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Mathematics is an increasingly important aspect of education because of its central role in technology. Learning mathematics at the elementary and middle school levels forms the basis for achievement in high school and college mathematics, and for the broad range of mathematical skills used in the workplace. Especially, the middle school years (e.g., Grade 6-Grade8) are crucial to success in mathematics because students must acquire the skills needed in higher levels of mathematics and complex reasoning ability based on the developmental perspectives on cognition (e.g., Piaget, Vygotsky). The
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Nishitani, Atsuko. "A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/176422.

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CITE/Language Arts<br>Ed.D.<br>This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The part
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Lin, Peng. "IRT vs. factor analysis approaches in analyzing multigroup multidimensional binary data the effect of structural orthogonality, and the equivalence in test structure, item difficulty, & examinee groups /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8468.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Measurement, Statistics and Evaluation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hashimoto, Brett James. "Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5958.

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For decades, vocabulary size tests have been built upon the idea that if a test-taker knows enough words at a given level of frequency based on a list from corpus, they will also know other words of that approximate frequency as well as all words that are more frequent. However, many vocabulary size tests are based on corpora that are as out-of-date as 70 years old and that may be ill-suited for these tests. Based on these potentially problematic areas, the following research questions were asked. First, to what degree would a vocabulary size test based on a large, contemporary corpus be reli
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Li, Yong "Isaac." "Extending the Model with Internal Restrictions on Item Difficulty (MIRID) to Study Differential Item Functioning." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6724.

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Differential item functioning (DIF) is a psychometric issue routinely considered in educational and psychological assessment. However, it has not been studied in the context of a recently developed componential statistical model, the model with internal restrictions on item difficulty (MIRID; Butter, De Boeck, & Verhelst, 1998). Because the MIRID requires test questions measuring either single or multiple cognitive processes, it creates a complex environment for which traditional DIF methods may be inappropriate. This dissertation sought to extend the MIRID framework to detect DIF at the item-
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Young, Candice Marie. "The Influence of Person and Item Characteristics on the Detection of Item Insensitivity." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491.

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Troyka, Rebecca J. "An investigation of item difficulty in the Stanford-Binet intelligence scale, fourth edition." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560300.

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Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjec
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野口, 裕之, та Hiroyuki NOGUCHI. "<原著>項目困難度の分布の偏りが IRT 項目パラメタの発見的推定値に与える影響". 名古屋大学教育学部, 1992. http://hdl.handle.net/2237/3870.

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Curtin, Joseph A. "Testing the Assumption of Sample Invariance of Item Difficulty Parameters in the Rasch Rating Scale Model." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2081.pdf.

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Books on the topic "Analysis of item difficulty"

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Educational Testing Service, 1996.

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Boldt, Robert F. Using a neural net to predict item difficulty. Educational Testing Service, 1996.

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Skurnik, Larry Seymour. Examination and item analysis manual. University of Nottingham, School of Education, 1987.

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Wilson, Douglas T. TESTFACT: Test scoring, item statistics, and item factor analysis. Scientific Software International, 1991.

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Ordinal item response theory: Mokken scale analysis. Sage Publications, Inc, 2011.

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van Schuur, Wijbrandt. Ordinal Item Response Theory: Mokken Scale Analysis. SAGE Publications, Inc., 2011. http://dx.doi.org/10.4135/9781452230641.

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Ramadge, John D. Task learning difficulty: Interrelationships among aptitude-specific benchmarked rating scales. Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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F, George Joey, Valacich Joseph S. 1959-, and Miller Lisa, eds. Test item file: Modern systems analysis and design. 3rd ed. Prentice Hall, 2002.

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Thissen, David. Multilog user's guide: Multiple, categorical item analysis and test scoring using item response theory. 6th ed. Scientific Software International, 1991.

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Kostin, Irene. Exploring item characteristics that are related to the difficulty of TOEFL dialogue items. Educational Testing Service, 2004.

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Book chapters on the topic "Analysis of item difficulty"

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Franzen, Michael. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1208.

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Franzen, Michael D. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1208.

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Franzen, Michael. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1208-2.

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Diki, Diki, and Eko Yuliastuti. "Discrepancy of Difficulty Level Based On Item Analysis and Test Developers’ Judgment: Department of Biology at Universitas Terbuka, Indonesia." In Educational Technology to Improve Quality and Access on a Global Scale. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66227-5_17.

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Andrich, David, and Ida Marais. "Estimating Item Difficulty." In Springer Texts in Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7496-8_9.

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Bejar, Isaac I., Roger Chaffin, and Susan Embretson. "Cognitive Processing and Item Difficulty." In Recent Research in Psychology. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4613-9690-1_8.

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Franzen, Michael. "Item Analysis." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1207.

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Green, Rita. "Item Analysis." In Statistical Analyses for Language Testers. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137018298_3.

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Penfield, Randall D. "Item analysis." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology. American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-007.

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Maggino, Filomena. "Item Analysis." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1551.

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Conference papers on the topic "Analysis of item difficulty"

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Susanti, Yuni, Hitoshi Nishikawa, Takenobu Tokunaga, and Obari Hiroyuki. "Item Difficulty Analysis of English Vocabulary Questions." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005775502670274.

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Da Cruz Alves, Nathalia, Christiane Gresse Von Wangenheim, Jean Carlo Rossa Hauck, and Adriano Ferreti Borgatto. "An Item Response Theory Analysis of Algorithms and Programming Concepts in App Inventor Projects." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14466.

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Computing education is often introduced in K-12 focusing on algorithms and programming concepts using block-based programming environments, such as App Inventor. Yet, learning programming is a complex process and novices struggle with several difficulties. Thus, to be effective, instructional units need to be designed regarding not only the content but also its sequencing taking into consideration difficulties related to the concepts and the idiosyncrasies of programming environments. Such systematic sequencing can be based on large-scale project analyses by regarding the volition, incentive,
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Zulaiha, Rahmah, Fahmi, Dian Rahdiani, Abdul Rahman, and Muhammad Fathir Al Anfal. "Analysis of Difficulty Level and Discriminating Power Between Multiple Choices and Essay Items on Math Test." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.065.

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Azzopardi, Marthese, and Carmel Azzopardi. "RELATIONSHIP BETWEEN ITEM DIFFICULTY LEVEL AND ITEM DISCRIMINATION IN BIOLOGY FINAL EXAMINATIONS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end001.

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Papoušek, Jan, and Radek Pelánek. "Should We Give Learners Control Over Item Difficulty?" In UMAP '17: 25th Conference on User Modeling, Adaptation and Personalization. ACM, 2017. http://dx.doi.org/10.1145/3099023.3099080.

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Banerjee, Shilpi, N. J. Rao, and Chandrashekar Ramanathan. "Rubrics for assessment item difficulty in engineering courses." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344299.

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Chen, Binglin, Matthew West, and Craig Zilles. "Predicting the difficulty of automatic item generators on exams from their difficulty on homeworks." In L@S '19: Sixth (2019) ACM Conference on Learning @ Scale. ACM, 2019. http://dx.doi.org/10.1145/3330430.3333647.

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Duenas, George, Sergio Jimenez, and Julia Baquero. "Automatic prediction of item difficulty for short-answer questions." In 2015 10th Computing Colombian Conference (10CCC). IEEE, 2015. http://dx.doi.org/10.1109/columbiancc.2015.7333464.

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Narayanan, Sankaran, Fensa Merry Saj, M. D. Soumya, and Kamal Bijlani. "Predicting Assessment Item Difficulty Levels Using a Gaussian Mixture Model." In 2018 International Conference on Data Science and Engineering (ICDSE). IEEE, 2018. http://dx.doi.org/10.1109/icdse.2018.8527800.

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Fook, Chan Yuen, Farhana Wan Yunus, and Gurnam Kaur Sidhu. "Teachers' knowledge on item analysis and item analysis software." In 2013 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2013. http://dx.doi.org/10.1109/ic3e.2013.6735961.

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Reports on the topic "Analysis of item difficulty"

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Tout, Dave, Iddo Gal, Mieke van Groenestijn, Myrna Manly, and Mary Jane Schmitt. PIAAC Numeracy Task Complexity Schema: Factors that impact on item difficulty. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-609-3.

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Gibbons, Robert D., Donald R. Hedeker, and R. D. Bock. Full-Information Item Bi-Factor Analysis. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada229346.

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Gustman, Alan, and Thomas Steinmeier. A Disaggregated, Structural Analysis of Retirement by Race, Difficulty of Work and Health. National Bureau of Economic Research, 1985. http://dx.doi.org/10.3386/w1585.

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Anderson, Bradley E. Readiness Spares Package Non-Optimized (NOP) Item Computation Analysis. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/adb243484.

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Posada, Jarred L., and David E. Caballero. Item Unique Identification Capability Expansion: Established Process Analysis, Cost Benefit Analysis, and Optimal Marking Procedures. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada620873.

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Fox, Paul E. Price Analysis on Commercial Item Purchases Within the Department of the Navy. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada626753.

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Fox, Paul E. Price Analysis on Commercial Item Purchases within the Department of the Navy. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada607776.

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Maddox, Janie, and Paul Fox. Price Analysis on Commercial Item Purchases within the Department of the Navy. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada625228.

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Budescu, David V., Yoav Cohen, and Anat Ben-Simon. A Revised Modified Parallel Analysis (RMPA) for the Construction of Unidimensional Item Pools. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada269699.

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Maddux, Gary A. War Reserve Analysis and Secondary Item Procureability Assessment of the AMCOM Supported Weapon Systems. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada368504.

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