Evaluating levels of difficulty of test items

1. 2018 SAAEA conference Shannon Doolings Evaluating levels of difficulty of test items

2. Setting Effective Examination Questions

3. Introduction • Question paper evaluation takes cognisance of the: structure, context, content, concepts and skills; as well as cognitive & difficulty levels. • Question papers should also accommodate the levels of difficulty such as content difficulty, task difficulty, stimulus difficulty, and the expected response difficulty (Leong, 2006 and Sebate, 2014). • To alleviate the misconception that the question difficulty depends on the level of cognitive demand.

4. JUDGING LEVELS OF DIFFICULTY OF QUESTIONS

5. Umalusi's approach to levels of difficulty Consider the LOCATION of difficulty. content assessed; stimulus; task to be performed; expected response. To adequately capture the complexity of the judgement task, it is necessary to adopt a more practical and refined approach to assessing the difficulty level of examination questions. I don’t know what I am asking!!!!!! LOOK DEEPER !

6. The difficulty in the subject matter (facts, concepts, principles and procedures) assessed or involved Example 1: Question 4.1.6: November 2012 DBE Name the document that was signed in 1997 by many countries to limit greenhouse gases and reduce global warming. Answering this question requires knowing the name ‘the Kyoto protocol’ and knowing what this document was for. These facts are easy for the average student to remember. (Content) Content/concept difficulty

7. The difficulty of the language features of the question and the challenge to read and understand the words, phrases in the question and in the information or ‘texts’ (i.e. source material including diagrams, tables and graphs, pictures, cartoons, passages, etc.) that accompanies the question. Stimulus difficulty

8. Example 2: Question 4.1.1: November 2011 DBE 4.1.1 Complete the sentence: The Imvelo Awards are given to tourism businesses for their contribution to... Discussion:The question itself is easy to understand. The words and phrases used are simple and straightforward. However, the stimulus material contains quite a lot of extended text that candidates have to read to find the reference to the Imvelo Awards. On the other hand, the source material itself does not make very high reading demands, although a few words or phrases such as ‘brand ambassador’, ‘triple bottom line’ and ‘disadvantage communities’ and responsible tourism might be difficult for the average Grade 12 candidate to understand. Thestimulus is thus moderately challenging for the average Grade 12 candidate (stimulus).

9. The difficulty candidates confront when they try to generate or formulate an answer. 4.1.1 Complete the sentence: The Imvelo Awards are given to tourism businesses for their contribution to... Discussion:To answer the question, candidates need to locate the term ‘Imvelo Awards’ in the source material. They need to interpret the diagram and the text provided in each of the boxes and apply their knowledge and understanding of the Imvelo awards and link the awards to responsible tourism to complete the sentence. All these factors make the task moderately difficult (Task). Example 2: Question 4.1.1: November 2011 DBE TASK difficulty

10. The difficulty imposed by the mark scheme and memorandum. Example 6: Question 6.2: Nov 2014 DBE EXPECTED RESPONSE difficulty

11. Discuss THREE positive ways in which a recognisable global brand can position South Africa as an attractive destination of choice. This question is classified as ‘very difficult’ because: Discussion: 6 marks are allocated for discussing 3 ways for the question. According to the memorandum, each ‘way’ is allocated 2 marks. Candidates may, however, be confused as to how much to write. Although the memorandum provides markers with more than three possible answers, other answers not shown could also be correct. This factor makes it difficult for markers to score responses objectively (Expected response).

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