[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-206386-105":59,"doc-detail-206386-en":124},{"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":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","the-effects-of-features-of-gcse-questions-on-the-performance-of-students-with-dyslexia","The Effects of Features of GCSE Questions on the Performance of Students with Dyslexia","","Research investigates whether features in the presentation of GCSE questions affect students with dyslexia differently from other students, with implications for whether learners can access a fair opportunity to demonstrate subject knowledge, understanding, and skills. Past GCSE science questions were selected and sometimes adapted, with paired versions created to test the impact of changing features. Fifty-four identified dyslexic students and a matched control of fifty-one completed an exam-condition test; screening and interviews supported interpretation. Performance comparisons used facility values and Rasch analysis for item difficulty and misfit.",{"@graph":69,"@context":116},[70,84,99],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-features-of-gcse-questions-on-the-performance-of-students-with-dyslexia/206386/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"\tCallum ","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What research question does the study address about GCSE questions and dyslexia?","Question",{"text":106,"@type":107},"It examines whether the presentation features of GCSE questions affect students with dyslexia differently from other students, potentially influencing fairness in demonstrating assessed knowledge and skills.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How were the GCSE questions prepared for testing?",{"text":111,"@type":107},"Questions were selected from past GCSE science papers and sometimes adapted; for some items, two versions were created to isolate the effects of changing specific question features.",{"name":113,"@type":104,"acceptedAnswer":114},"What methods were used to analyze performance differences?",{"text":115,"@type":107},"Facility values compared performance across question versions and student groups, while Rasch analysis assessed item difficulties and item misfit.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206386,1788592390,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":81},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","The effects of features of GCSE questions on the performance of students with dyslexia  \nVictoria Crisp, Martin Johnson and Nadežda Novakoviċ Cambridge Assessment  \nA paper presented at the British Educational Research Association Annual Conference, Institute of Education, University of London, September 2007  \nAbstract  \nThe aim of the research was to investigate whether question presentation features affect students with dyslexia differently to other students, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills relating to the subject under assessment. A number of questions from past GCSE science papers were chosen and sometimes adapted. For some questions, two versions of the question were created to allow the effects of changing various features of the question to be investigated. Fifty-four students considered by their teachers to have dyslexia and a matched control group of fifty-one students took the test under exam conditions. A dyslexia screening assessment was also conducted with students where possible and some students were interviewed.  \nFacility values were used to compare performance between the versions of the same question and between student groups (dyslexic and control groups) . Rasch analysis was used to look at item difficulties and item misfit. The findings were not always unambiguous but provided implications for question writers on a number of question features (e.g. pronouns, spacing, bullet points, using information) and were generally aligned with current understandings of good practice in examining.","cbCaidqjffuZLD11","https://ap.wps.com/l/cbCaidqjffuZLD11","pdf",51040,"English","# Abstract\n## Research aim and design\n## Participants and procedures\n## Analytical methods\n## Key findings and implications","[{\"question\":\"What research question does the study address about GCSE questions and dyslexia?\",\"answer\":\"It examines whether the presentation features of GCSE questions affect students with dyslexia differently from other students, potentially influencing fairness in demonstrating assessed knowledge and skills.\"},{\"question\":\"How were the GCSE questions prepared for testing?\",\"answer\":\"Questions were selected from past GCSE science papers and sometimes adapted; for some items, two versions were created to isolate the effects of changing specific question features.\"},{\"question\":\"What methods were used to analyze performance differences?\",\"answer\":\"Facility values compared performance across question versions and student groups, while Rasch analysis assessed item difficulties and item misfit.\"}]","The Effects of Features of GCSE Questions on the Performance of Students with Dyslexia | PDF"]