지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This paper attempts to examine a list of factors that account for item difficulty. An analysis has been made on the basis of identifying the characteristics both of difficult items and of easy ones in the National Assessment of Academic Achievement Korean Modern and Contemporary History administered by local education authorities for the last five years.
The main findings of the analysis of the result can be summarized as follows:
The following characteristics of the items in question can be attributed to enhancing item difficulty: 1) items that reflected trivial content; 2) items that required extensive prior knowledge of the period in detail; 3) items in which comprehension of lead-in statement played an important role in identifying the correct option; 4) unconventional items that would prevent test-taking skills from having a greater influence on test performance than intended; 5) items whose key words were not explicit both in lead-in statement and in alternatives; 6) familiarity of the phrases used in alternatives; 7) items that include distracters, which are likely to be considered as correct answers.
On the other hand, the following factors did not appear to be linked with item difficulty: 1) the matter of whether the instruction and alternatives of items reflected contents drawn from more than one unit; 2) the area of items such as interpretation of historical sources and historical imagination; 3) item format such as one correct answer variety, negative variety and combined response variety; 4) the amount of content elements in each alternative.
The main findings of the analysis of the result can be summarized as follows:
The following characteristics of the items in question can be attributed to enhancing item difficulty: 1) items that reflected trivial content; 2) items that required extensive prior knowledge of the period in detail; 3) items in which comprehension of lead-in statement played an important role in identifying the correct option; 4) unconventional items that would prevent test-taking skills from having a greater influence on test performance than intended; 5) items whose key words were not explicit both in lead-in statement and in alternatives; 6) familiarity of the phrases used in alternatives; 7) items that include distracters, which are likely to be considered as correct answers.
On the other hand, the following factors did not appear to be linked with item difficulty: 1) the matter of whether the instruction and alternatives of items reflected contents drawn from more than one unit; 2) the area of items such as interpretation of historical sources and historical imagination; 3) item format such as one correct answer variety, negative variety and combined response variety; 4) the amount of content elements in each alternative.
목차
1. 서언
2. 난이도에 영향을 주는 변인 도출과 문항 분류
3. 난이도 변인별 분류 방법과 결과
4. 문항 분류 결과에서 나타난 난이도 특성
5. 결어
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UCI(KEPA) : I410-ECN-0101-2013-374-000760723