Predicting Item Difficulty in a Reading Test : A Construct Identification Study of the Austrian 2009 Baseline English Reading Test
Language: English
Published by Peter Lang, 2020
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Add to basketItem description from seller
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
- Title
- Predicting Item Difficulty in a Reading Test : A Construct Identification Study of the Austrian 2009 Baseline English Reading Test
- Author
- Klaus Siller
- Publisher
- Peter Lang
- Publication year
- 2020
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 3631812493
- ISBN 13
- 9783631812495
- Item weight
- 390 grams
- Dimensions
- 216x153x15 mm
- Series
- Book 11 of 11: Language Testing and Evaluation
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.
"Synopsis" may belong to another edition of this title.
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.
"About the title" may belong to another edition of this title.
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