Predicting Item Difficulty in a Reading Test
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 teaching of reading strategies.
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 teaching of reading strategies.
| Autor: | Siller, Klaus |
|---|---|
| ISBN: | 9783631812495 |
| Auflage: | 1 |
| Sprache: | Englisch |
| Seitenzahl: | 210 |
| Produktart: | Gebunden |
| Verlag: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| Veröffentlicht: | 13.03.2020 |
| Untertitel: | A Construct Identification Study of the Austrian 2009 Baseline English Reading Test |
| Schlagworte: | 2009 Austrian Baseline Cognitive reading processes Construct Difficulty EFL reading Educational standards English Günther |
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.