Exploring the difficulty of mathematics examination questions for weaker readers

Abstract

This research investigated the difficulty of examination questions for students with weaker reading skills. Item level performance data were obtained for all candidates who took a maths examination (for 16 year olds). A sub-group of students who had access to a reader was identified (students with proven reading difficulties are permitted to have an adult available to read the examination questions aloud). A matched control group of students was also identified. Facility values were calculated for the “Reader” and “Matched” groups and used to compare item difficulty between groups. Questions for which there was a statistically significant difference between scores for the two groups were selected for more detailed analysis of the responses given by 100 candidates from each group. The analyses attempted to identify the question features likely to have contributed to relative difficulty or ease for those with weaker reading skills. This can inform future question-writing practice.

Keywords:

• examination questions
• question difficulty
• maths
• reading difficulties
• GCSE (General Certificate of Secondary Education)

Acknowledgement

The author would like to thank Fiona Beedle for assistance in locating information on the historical use of access arrangements.

Notes

1. It is difficult to identify exactly when special arrangements/access arrangements were first available in the UK as there is limited documentation publicly available. From at least the 1960s, Braille papers were available (Patrick and Patrick 2008). In addition, there is evidence that in the 1970s the exam boards received applications for disabilities to be taken into account (Cornwall, Hedderly, and Pumfrey 1983; Hedderly 1992) but in some cases successful applications resulted in a process of taking a special need into consideration when marking or grading rather than in providing an access arrangement. In the early 1980s, some boards allowed extra time in the examination for certain candidates and special aids in the examination such as a reader, typewriter or tape recorder, though interestingly the latter group of arrangements were usually not allowed for candidates with dyslexia (Cornwall, Hedderly, and Pumfrey 1983). Limited support at that time for those with dyslexia might well have been due to a lack of understanding or clear definition of this difficulty compared to physical difficulties which could easily be certified by a doctor and that the Education Act at that time (1944) did not include provision for those with dyslexia. In the 1980s, the issue of support for learners with special needs became more prominent as a result of the 1978 Warnock Report and 1981 Education Act which required Local Education Authorities to identify the needs of children with learning difficulties and produce “statements” specifying how these needs would be met (Gillard 2011). In addition, understanding and awareness of difficulties such as dyslexia were increasing. The introduction of General Certificate of Secondary Education (GCSE) in the late 1980s also heightened the issue as the GCSE was intended to be taken by candidates across a wider ability range than its predecessors “Ordinary” levels and Certificate of Secondary Education. There is evidence that around this time examination boards were providing various access arrangements (e.g. Midland Examining Group 1987), and in the early 1990s, the Joint Council for the GCSE prepared centralised guidance (Joint Council for the GCSE 1991) to aid consistency in the principles applied by each exam board.