[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-206366-105":59,"doc-detail-206366-en":125},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":118,"head_meta":120,"extra_data":122,"updated_unix":124},105,"en","a-comparison-of-expected-difficulty-actual-difficulty-and-assessment-of-problem-solving-across-gcse-maths-sample-assessment-materials-may-2015","A Comparison of Expected Difficulty, Actual Difficulty and Assessment of Problem Solving across GCSE Maths Sample Assessment Materials - May 2015","","This report compares expected difficulty and actual difficulty for mathematics items used in GCSE Maths Sample Assessment Materials, and examines how problem-solving performance is assessed. It is structured around four studies, including analyses of item design and transcription, participant sampling, procedure, and simulation of student performance using model expected difficulty parameters. Findings also address judge consistency, marking reliability, Rasch analysis, and relationships between expected and actual difficulty across domains and assessment objectives.",{"@graph":69,"@context":117},[70,84,100],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-comparison-of-expected-difficulty-actual-difficulty-and-assessment-of-problem-solving-across-gcse-maths-sample-assessment-materials-may-2015/206366/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":94,"encodingFormat":92,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"name":87,"@type":88},"Emma Mercer","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":97,"interactionType":98,"userInteractionCount":8},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103,109,113],{"name":104,"@type":105,"acceptedAnswer":106},"What is the main purpose of the report?","Question",{"text":107,"@type":108},"The report compares expected difficulty with actual difficulty in GCSE Maths Sample Assessment Materials and evaluates how problem-solving is assessed.","Answer",{"name":110,"@type":105,"acceptedAnswer":111},"What does Study 1 focus on?",{"text":112,"@type":108},"Study 1 examines the expected difficulty of mathematics items, including design, methods, participant and procedure details, and results such as judge consistency and domain-based analyses.",{"name":114,"@type":105,"acceptedAnswer":115},"How are exam-board differences and marking reliability handled?",{"text":116,"@type":108},"Study 2 compares difficulty across exam boards for non-calculator assessments and includes analyses of marking reliability and student performance, supported by Rasch-based methods.","https://schema.org",{"og:url":83,"og:type":119,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":121,"canonical":83},"index,follow",{"doc_id":123,"site_id":62},206366,1788592307,{"code":4,"msg":5,"data":126},{"doc_id":123,"user_id":127,"nickname":87,"user_avatar":128,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":134,"language":135,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":67,"update_tm":124,"read_time":139},962084925502,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Comparison of Expected Difficulty, Actual Difficulty and Assessment of Problem Solving across GCSE Maths Sample Assessment Materials  \n􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄  \nMay 2015  \nOfqual/15/5679  \nContents  \nIntroduction ................................................................................................................. 4  \nOverview ................................................................................................................. 4  \nRationale for the four studies .................................................................................. 4  \n1. Study 1 – A comparison of the expected difficulty of mathematics items ............... 7  \n1.1 Design ............................................................................................................... 7  \n1.2 Methods ............................................................................................................ 8  \n1.2.1 Materials ..................................................................................................... 8  \n1.2.2 Transcription of items ................................................................................ 13  \n1.2.3 Participants ............................................................................................... 13  \n1.2.4 Procedure ................................................................................................. 13  \n1.3 Results ............................................................................................................ 14  \n1.3.1 Analysis ..................................................................................................... 14  \n1.3.2 Judge consistency and exclusion .............................................................. 14  \n1.3.3 Basis of judgements .................................................................................. 15  \n1.3.4 Comparative-judgement analysis .............................................................. 16  \n1.3.5 Analysis of expected difficulty by mathematical domain............................ 26  \n1.3.6 Analysis of expected difficulty by assessment objective ........................... 28  \n1.3.7 Analysis of expected item difficulty by tariff ............................................... 29  \n1.4 Simulations of student performance using model expected difficulty parameters.............................................................................................................................. 30  \n1.4.1 The simulation process ............................................................................. 30  \n1.4.2 Item parameters ........................................................................................ 31  \n1.4.3 Setting grade boundaries .......................................................................... 31  \n1.4.4 Person parameters.................................................................................... 32  \n1.4.5 Simulated mark distributions ..................................................................... 33  \n1.5 Summary of findings........................................................................................ 37  \n2. Study 2 – A comparison across exam boards of the difficulty of the non-calculator sample assessments ................................................................................................ 39  \n2.1 Design ............................................................................................................. 39  \n2.2 Method ............................................................................................................ 39  \n2.2.1 Materials ................................................................................................... 39  \n2.2.2 Participants ............................................................................................... 40  \n2.2.3 School recruitment ...................................................................","cbCaijPBzLcCLuHh","https://ap.wps.com/l/cbCaijPBzLcCLuHh","pdf",11407806,186,"English","# Contents\n## Introduction\n## Overview\n## Rationale for the four studies\n## Study 1 – A comparison of the expected difficulty of mathematics items\n## Design\n## Methods\n## Results\n## Simulations of student performance using model expected difficulty parameters\n## Summary of findings\n## Study 2 – A comparison across exam boards of the difficulty of the non-calculator sample assessments\n## Design\n## Method\n## Results","[{\"question\":\"What is the main purpose of the report?\",\"answer\":\"The report compares expected difficulty with actual difficulty in GCSE Maths Sample Assessment Materials and evaluates how problem-solving is assessed.\"},{\"question\":\"What does Study 1 focus on?\",\"answer\":\"Study 1 examines the expected difficulty of mathematics items, including design, methods, participant and procedure details, and results such as judge consistency and domain-based analyses.\"},{\"question\":\"How are exam-board differences and marking reliability handled?\",\"answer\":\"Study 2 compares difficulty across exam boards for non-calculator assessments and includes analyses of marking reliability and student performance, supported by Rasch-based methods.\"}]","A Comparison of Expected Difficulty, Actual Difficulty and Assessment of Problem Solving across GCSE Maths Sample Assessment Materials - May 2015 | PDF",469]