Predicting Item Difficulty in a Reading Test

Klaus Siller

ISBN 10: 3631812493 / ISBN 13: 9783631812495

Editore: Peter Lang, Peter Lang Mär 2020, 2020

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Neuware -In this book, the author investigates a central issue in language testing research: What are the key features that contribute to item difficulty in a reading test Results of various statistical analyses of the multiple-choice reading items from the Austrian 2009 baseline reading test show a significant correlation between empirical item difficulty and both cognitive processes and metacognitive strategies. The findings thus provide evidence of the construct validity of the baseline reading test on the one hand, but are equally relevant to teaching practice on the other hand. The teaching of reading at lower secondary level in the Austrian context needs to focus more on cognitive processes of different complexity and the active teaching of metacognitive reading strategies. 210 pp. Englisch.

Codice articolo 9783631812495

Dati bibliografici

• Titolo: Predicting Item Difficulty in a Reading Test
• Editore: Peter Lang, Peter Lang Mär 2020
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 3631812493
• ISBN 13: 9783631812495
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 216 L x 153 A x 15 P (millimetri) 216 millimetri di larghezza per 153 millimetri di altezza per 15 millimetri di profondità
• Peso: 390 grammi

Descrizione articolo

Riassunto

In this book, the author investigates a central issue in language testing research: What are the key features that contribute to item difficulty in a reading test? Results of various statistical analyses of the multiple-choice reading items from the Austrian 2009 baseline reading test show a significant correlation between empirical item difficulty and both cognitive processes and metacognitive strategies. The findings thus provide evidence of the construct validity of the baseline reading test on the one hand, but are equally relevant to teaching practice on the other hand. The teaching of reading at lower secondary level in the Austrian context needs to focus more on cognitive processes of different complexity and the active teaching of metacognitive reading strategies.

Informazioni sull?autore

Klaus Siller is a Senior Lecturer in English as a Foreign Language in the English Department at the Salzburg University of Education Stefan Zweig. His research interests are in all areas of foreign language teacher education and particularly in foreign language testing and assessment.