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Exploring Item Characteristics That Are Related to the Difficulty of TOEFL Dialogue Items Irene KostinExploring Item Characteristics That Are Related to the Difficulty of TOEFL Dialogue Items

By Irene Kostin


No part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws. EDUCATIONAL TESTING SERVICE, ETS, the ETS logos, Graduate Record Examinations, GRE, TOEFL, and the TOEFL logo are registered trademarks of Educational Testing Service. The Test of English as a Foreign Language is a trademark of Educational Testing Service. The purpose of this study is to explore the relationship between a set of item characteristics and the difficulty of TOEFL ® dialogue items. Identifying characteristics that are related to item difficulty has the potential to improve the efficiency of the item-writing process The study employed 365 TOEFL dialogue items, which were coded on 49 variables, including 5 significant variables reported in Nissan, DeVincenzi, and Tang (1996). Of the 5 significant variables in Nissan et al., 3 correlated significantly with item difficulty in this study. Another 11 met a critical probability criterion. These 11 included representatives from three broad categories o

Topics: variables, 2 in the category of word-level factors, 1 in the category of discourse-level factors, and 8 in the category of task-processing factors. Multiple regression analyses indicate that the var
Year: 2004
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