Test difficulty, reliability, and discrimination as functions of item difficulty order

Research output: Contribution to journalArticleResearchpeer-review

24 Citations (Scopus)

Abstract

In an attempt to evaluate the often stated rule that test items should be arranged in an increasing order of difficulty, the effect of item difficulty order on total test reliability, difficulty, and discrimination was investigated in a series of 4 experiments. Each experiment involved a comparison of 2 or more tests, containing the same 40 items and differing only with respect to the order of those items. The differently ordered forms did not, in any of the experiments, differ significantly in test difficulty or test reliability. The results with respect to discrimination were not as clear-cut. However, the results tend to lead to the conclusion that item difficulty order on a power test of facts and principles given in the normal college classroom will not significantly affect these 3 test statistics. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)98-100
Number of pages3
JournalJournal of Applied Psychology
Volume48
Issue number2
DOIs
StatePublished - 1 Apr 1964

Keywords

  • ITEM, DIFFICULTY & ORDER, & TEST RELIABILITY
  • TEST & TESTING, DIFFICULTY & ITEM ORDER, RELIABILITY
  • TEST STANDARDIZATION & EVALUATION

Cite this

@article{0f84fc35da824378a6b1d08f91328b70,
title = "Test difficulty, reliability, and discrimination as functions of item difficulty order",
abstract = "In an attempt to evaluate the often stated rule that test items should be arranged in an increasing order of difficulty, the effect of item difficulty order on total test reliability, difficulty, and discrimination was investigated in a series of 4 experiments. Each experiment involved a comparison of 2 or more tests, containing the same 40 items and differing only with respect to the order of those items. The differently ordered forms did not, in any of the experiments, differ significantly in test difficulty or test reliability. The results with respect to discrimination were not as clear-cut. However, the results tend to lead to the conclusion that item difficulty order on a power test of facts and principles given in the normal college classroom will not significantly affect these 3 test statistics. (PsycINFO Database Record (c) 2006 APA, all rights reserved).",
keywords = "ITEM, DIFFICULTY & ORDER, & TEST RELIABILITY, TEST & TESTING, DIFFICULTY & ITEM ORDER, RELIABILITY, TEST STANDARDIZATION & EVALUATION",
author = "Brenner, {M. Harvey}",
year = "1964",
month = "4",
day = "1",
doi = "10.1037/h0045738",
language = "English",
volume = "48",
pages = "98--100",
journal = "Journal of Applied Psychology",
issn = "0021-9010",
publisher = "American Psychological Association Inc.",
number = "2",

}

Test difficulty, reliability, and discrimination as functions of item difficulty order. / Brenner, M. Harvey.

In: Journal of Applied Psychology, Vol. 48, No. 2, 01.04.1964, p. 98-100.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Test difficulty, reliability, and discrimination as functions of item difficulty order

AU - Brenner, M. Harvey

PY - 1964/4/1

Y1 - 1964/4/1

N2 - In an attempt to evaluate the often stated rule that test items should be arranged in an increasing order of difficulty, the effect of item difficulty order on total test reliability, difficulty, and discrimination was investigated in a series of 4 experiments. Each experiment involved a comparison of 2 or more tests, containing the same 40 items and differing only with respect to the order of those items. The differently ordered forms did not, in any of the experiments, differ significantly in test difficulty or test reliability. The results with respect to discrimination were not as clear-cut. However, the results tend to lead to the conclusion that item difficulty order on a power test of facts and principles given in the normal college classroom will not significantly affect these 3 test statistics. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

AB - In an attempt to evaluate the often stated rule that test items should be arranged in an increasing order of difficulty, the effect of item difficulty order on total test reliability, difficulty, and discrimination was investigated in a series of 4 experiments. Each experiment involved a comparison of 2 or more tests, containing the same 40 items and differing only with respect to the order of those items. The differently ordered forms did not, in any of the experiments, differ significantly in test difficulty or test reliability. The results with respect to discrimination were not as clear-cut. However, the results tend to lead to the conclusion that item difficulty order on a power test of facts and principles given in the normal college classroom will not significantly affect these 3 test statistics. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

KW - ITEM, DIFFICULTY & ORDER, & TEST RELIABILITY

KW - TEST & TESTING, DIFFICULTY & ITEM ORDER, RELIABILITY

KW - TEST STANDARDIZATION & EVALUATION

UR - http://www.scopus.com/inward/record.url?scp=0010159326&partnerID=8YFLogxK

U2 - 10.1037/h0045738

DO - 10.1037/h0045738

M3 - Article

VL - 48

SP - 98

EP - 100

JO - Journal of Applied Psychology

JF - Journal of Applied Psychology

SN - 0021-9010

IS - 2

ER -