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Two expert test writers are evaluated, showing strong performance in forecasting item difficulty. Vocabulary difficulty and rationale difficulty are identified as contributing attributes. A statistical model of item difficulty fails to capture all information used by writers. 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\nABSTRACT  \nDOCUMENT RESUME  \nEnright,Mary K.;Bejar,Isaac I.  \n# An Analysis of Test Writers'Expertise:ModelingAnalogy Item Difficulty.\n\nEducational Testing Service,Princeton,N.J.Graduate Record Examinations Board,Princeton,N.J.ETS-RR-89-35Ju18939p.Reports -Research/Technical(143)  \nMFO1/PC02 Plus Postage.  \n*Construct Validity;*Difficulty Leve1;Models;Prediction;*Researchers;*Statistical Analysis;TestConstruction;*Test Items*Analogies;*Expertise  \nIn this study,the ability of test development staffto predict the difficulty of analogy items was explored.The natureof the item attributes that contributed to test writers'predictionsof difficulty as well as actual item difficulty was also  \ninvestigated.The two expert test writers studied were quite good atpredicting item difficu1ty.Item attributes such as vocabularydifficu1ty and rationale difficulty contributed to item difficulty.However,a statistical model of item difficulty did not capture a11the information that test writers used to judge item difficulty.Thisresearch contributes to the construct validation of tests in twoways.First,identification of some item attributes that areassociated with item difficulty clarifies what skills and processesare likely to be involved in solving analogies.Second,the expertiseof test writers,a crucial ingredient in ensuring the validity of thetest,is demonstrated.(Contains 2 figures,6 tables,and 13references.)(Author/SLD)  \n*★☆☆☆*k★*☆k*k☆+c-k*+k+☆*☆*-kk*kk*☆****k**☆k+k+☆******kk*kk**☆***k+☆☆*c*k*Reproductions supplied by EDRS are the best that can be made**from the original document.  \n★☆★★☆*-☆*☆*+-*-+-+*→*-+-sk-+k-+-k****+*+-+*k☆水**☆*******-*☆-+***k-**☆*☆☆☆☆*+*+-*-+*-☆*-**  \nED395 014  \nU.8.DEPARTMENT OF EDUCATIONOce oEducatone R884rch and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC)  \n.1.BeAUN  \n□ This documnt hes Den reproduced881Caived trom the person or organzetionoricinating it  \n□Minor chanoes hve be made to improve (音production queity            \n● Ponts of vewor opinionssteted in this document do not neC●44rdy repreent ofhcelOERI position or polcy  \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)  \n## AN ANALYSIS OF TEST WRITERS'EXPERTISE:MODELING ANALOGY ITEM DIFFICULTY\n\nMary K.Enright  \nIsaac 1.Bejar  \nBEST COPY AVAILABLE  \nEducatlonal Testing ServicePrlnceton,New JerseyJuly 1989  \nAn Analysis of Test Writers′Expertise:Modeling Analogy Item DifficultyMary K.Enright  \nand  \nIsaac I.BejarEducational Testing Service  \nThis research was supported by the Research Committee ofthe Graduate Record Examinations Board.  \nAbstract  \nIn this study,the ability of test development staff topredict the difficulty of analogy items was explored.The natureof the item attributes that contributed to test writers  \npredictions of difficulty as well as actual item difficulty wasalso investigated.The expert test writers studied were quitegood at predicting item difficulty.  Item attributes such asvocabulary difficulty and rationale difficulty contributed toitem difficulty.  However,a statistical model of item difficultydid not capture all the information that test writers used tojudge item difficulty.  This research contributes to the  \nconstruct validation of tests in twe ways.  First,identificationof some item attributes that are associated with item difficultyclarifies what skills and processes are likely to be involved insolving analogies.Secondly,the expertise of test writers,acrucial ingredient in ensuring the validity of the test,isdemonstrated.  \n5  \n## An Analysis of Test Writers'Expertise:Modeling Analogy Item Difficulty\n\nThe items currently in use on most aptitude and intelligencetests have been developed from a empirical rather than atheoretical perspective.Although these items are known to besensitive to individual differences and to predict performance onother tasks such as classroom tes","cbCair5VbqjZ1pPH","https://ap.wps.com/l/cbCair5VbqjZ1pPH","pdf",364527,31,"English","# An Analysis of Test Writers' Expertise: Modeling Analogy Item Difficulty\n## Predicting analogy item difficulty and contributing attributes\n## Practical and theoretical motivations for item attribute research\n## Related work on analogy difficulty and vocabulary effects\n## Importance of test writer expertise in score validity","[{\"question\":\"What is the primary focus of this research?\",\"answer\":\"The research explores whether test development staff can predict the difficulty of analogy items and what item attributes influence both predicted and actual difficulty.\"},{\"question\":\"How well do the expert test writers perform in the study?\",\"answer\":\"The two expert test writers studied are quite good at predicting item difficulty.\"},{\"question\":\"Why does the study argue that a statistical model is insufficient?\",\"answer\":\"The study finds that the statistical model of item difficulty does not capture all the information test writers use to judge difficulty.\"}]","An Analysis of Test Writers' Expertise - Modeling Analogy Item Difficulty | PDF",1789414382,78]