Relationships Among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors

M. Christina Schneider CTB/McGraw-Hill

Kristen L. Huff USNY Regents Research Fund

Karla L. Egan CTB/McGraw-Hill

Margie L. Gaines CTB/McGraw-Hill

Steve Ferrara Pearson Center for NextGen Learning and Assessment

Citations (9)

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (2)

Joseph A. Rios & James Soland. (2022) An investigation of item, examinee, and country correlates of rapid guessing in PISA. International Journal of Testing 22:2, pages 154-184.
Read now

Moses W. Ngware, Njora Hungi & Maurice Mutisya. (2019) Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?. Assessment in Education: Principles, Policy & Practice 26:2, pages 222-244.
Read now

Articles from other publishers (7)

Qing Liu & John C. Nesbit. (2023) The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis. Review of Educational Research, pages 003465432311604.
Crossref

M. Christina Schneider, Jared Agrimson & Mary Veazey. (2021) The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations. Educational Measurement: Issues and Practice 41:2, pages 12-24.
Crossref

Ifeoma Chika Iyioke. 2022. Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines. Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines 93 113 .

Leanne R. Ketterlin-Geller. 2022. Enabling Mathematics Learning of Struggling Students. Enabling Mathematics Learning of Struggling Students 133 153 .

Ifeoma Chika Iyioke. 2020. Paradigm Shifts in 21st Century Teaching and Learning. Paradigm Shifts in 21st Century Teaching and Learning 181 201 .

Steve Ferrara, Emily Lai, Amy Reilly & Paul D. Nichols. 2016. The Handbook of Cognition and Assessment. The Handbook of Cognition and Assessment 41 74 .

Kristen Huff, Zachary Warner & Jason Schweid. 2016. The Handbook of Cognition and Assessment. The Handbook of Cognition and Assessment 397 426 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Relationships Among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors

Articles from other publishers (7)

Information for

Open access

Opportunities

Help and information

Your download is now in progress and you may close this window

Login or register to access this feature

Relationships Among Item Cognitive Complexity, Contextual Demands, and Item Difficulty: Implications for Achievement-Level Descriptors

Citations (9)

Read on this site (2)

Articles from other publishers (7)

Reprints and Corporate Permissions

Academic Permissions

Related research

To cite this article:

Download citation

Information for

Open access

Opportunities

Help and information

Keep up to date