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Do Linguistic Features Influence Item Difficulty in Physics Assessments?

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Do Linguistic Features Influence Item Difficulty in Physics Assessments? / Höttecke, Dietmar; Feser, Markus Sebastian; Heine, Lena et al.
In: Science Education Review Letters, Vol. 2018, 2018, p. 1-6.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Höttecke, D, Feser, MS, Heine, L & Ehmke, T 2018, 'Do Linguistic Features Influence Item Difficulty in Physics Assessments?', Science Education Review Letters, vol. 2018, pp. 1-6. https://doi.org/10.18452/19188

APA

Höttecke, D., Feser, M. S., Heine, L., & Ehmke, T. (2018). Do Linguistic Features Influence Item Difficulty in Physics Assessments? Science Education Review Letters, 2018, 1-6. https://doi.org/10.18452/19188

Vancouver

Höttecke D, Feser MS, Heine L, Ehmke T. Do Linguistic Features Influence Item Difficulty in Physics Assessments? Science Education Review Letters. 2018;2018:1-6. doi: 10.18452/19188

Bibtex

@article{54e5b8ffd697412f8b0483c1a060db5a,
title = "Do Linguistic Features Influence Item Difficulty in Physics Assessments?",
abstract = "This paper addresses the question if and to which extent linguistic surface features of test items in a physics assessment affect item difficulty. In an experimental study, linguistic features of test items in physics were varied systematically on three levels based on a heuristic model of linguistic demands. The results show that item difficulty can be predicted by linguistic features, but only for a limited number of items and not in a consistent way.",
keywords = "Empirical education research",
author = "Dietmar H{\"o}ttecke and Feser, {Markus Sebastian} and Lena Heine and Timo Ehmke",
year = "2018",
doi = "10.18452/19188",
language = "English",
volume = "2018",
pages = "1--6",
journal = "Science Education Review Letters",
issn = "2566-9087",
publisher = "Humboldt-Universit{\"a}t zu Berlin",

}

RIS

TY - JOUR

T1 - Do Linguistic Features Influence Item Difficulty in Physics Assessments?

AU - Höttecke, Dietmar

AU - Feser, Markus Sebastian

AU - Heine, Lena

AU - Ehmke, Timo

PY - 2018

Y1 - 2018

N2 - This paper addresses the question if and to which extent linguistic surface features of test items in a physics assessment affect item difficulty. In an experimental study, linguistic features of test items in physics were varied systematically on three levels based on a heuristic model of linguistic demands. The results show that item difficulty can be predicted by linguistic features, but only for a limited number of items and not in a consistent way.

AB - This paper addresses the question if and to which extent linguistic surface features of test items in a physics assessment affect item difficulty. In an experimental study, linguistic features of test items in physics were varied systematically on three levels based on a heuristic model of linguistic demands. The results show that item difficulty can be predicted by linguistic features, but only for a limited number of items and not in a consistent way.

KW - Empirical education research

U2 - 10.18452/19188

DO - 10.18452/19188

M3 - Journal articles

VL - 2018

SP - 1

EP - 6

JO - Science Education Review Letters

JF - Science Education Review Letters

SN - 2566-9087

ER -

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Research output: Contributions to collected editions/works › Chapter › peer-review

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Research output: Journal contributions › Journal articles › Research › peer-review

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Research output: Journal contributions › Journal articles › Research › peer-review

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Research output: Journal contributions › Journal articles › Research › peer-review

German and Chinese perspectives on innovative teaching and classroom processes: An introduction

Ehmke, T. & Lee, J. C. K., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. Taylor and Francis Inc., p. 1-9 9 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

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