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Predicting Item Difficulty in a Reading Test: A Construct Identification Study of the Austrian 2009 Baseline English Reading Test: 42 (Language Testing and Evaluation) - Hardcover
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Synopsis
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.
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About the Author
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.
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Predicting Item Difficulty in a Reading Test
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Predicting Item Difficulty in a Reading Test (Language Testing and Evaluation)
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Predicting Item Difficulty in a Reading Test: A Construct Identification Study of the Austrian 2009 Baseline English Reading Test: 42 (Language Testing and Evaluation)
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - 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. Seller Inventory # 9783631812495
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Predicting Item Difficulty in a Reading Test: A Construct Identification Study of the Austrian 2009 Baseline English Reading Test: 42 (Language Testing and Evaluation)
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This study investigates how cognitive and contextual characteristics of multiple-choice reading tasks impact empirical difficulty in a reading test. Results provide evidence of construct validity and are also relevant for teaching practice aiming at the tea. Seller Inventory # 448959700
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Predicting Item Difficulty in a Reading Test
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Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. 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. Seller Inventory # 9783631812495
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Predicting Item Difficulty in a Reading Test : A Construct Identification Study of the Austrian 2009 Baseline English Reading Test
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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. Seller Inventory # 9783631812495
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Predicting Item Difficulty in a Reading Test | A Construct Identification Study of the Austrian 2009 Baseline English Reading Test
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Buch. Condition: Neu. Predicting Item Difficulty in a Reading Test | A Construct Identification Study of the Austrian 2009 Baseline English Reading Test | Klaus Siller | Buch | Gebunden | Englisch | 2020 | Peter Lang | EAN 9783631812495 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu Print on Demand. Seller Inventory # 118115781