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Irish Educational Studies Volume 30, 2011 - Issue 3
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Articles

Exploring features that affect the difficulty and functioning of science exam questions for those with reading difficulties

Victoria Crisp Cambridge Assessment, Cambridge, UKCorrespondence[email protected]
Pages 323-343 | Published online: 26 Oct 2011

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Read on this site (2)

Victoria Crisp & Jackie Greatorex. (2022) The appliance of science: exploring the use of context in reformed GCSE science examinations. Assessment in Education: Principles, Policy & Practice 29:6, pages 689-710.
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Ting Wang, Min Li, Phonraphee Thummaphan & Maria Araceli Ruiz-Primo. (2017) The Effect of Sequential Cues of Item Contexts in Science Assessment. International Journal of Testing 17:4, pages 322-350.
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Articles from other publishers (2)

D.A. Gracheva. (2023) Analysis of Task Comparability in Digital Environment by the Case of Metacognitive Skills. Psychological Science and Education Психологическая наука и образование 27:6, pages 57-67.
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Victoria Crisp, Martin Johnson & Filio Constantinou. (2018) A question of quality: Conceptualisations of quality in the context of educational test questions. Research in Education 105:1, pages 18-41.
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