The Prediction of English Item Difficulty in College Scholatic Ability Test
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Abstract
The present paper has explored the variables which would affect the difficulty of English test items in the College Scholastic Ability Test (CSAT). Hypothesized variables in the present study were drawn from previous literature and the analysis of the 2003 CSAT English items, and tested with correlation as well as multiple regression analysis. Out of the 46 hypothesized variables, 14 were found to be correlated with the proportion of correct responses in the 2003 CSAT English items. The variables found to be positively correlated to the proportion of correct responses were ‘inferring assertion’, ‘inferring the author’s emotional status’, ‘understand topic’, ‘understand atmosphere’, ‘understand assertion’, ‘number of text sentences’, ‘main idea first sentence: main idea information is in the first sentence of the text’, and ‘information in the last sentence’. On the other hand, the variables found to be negatively correlated with the proportion of correct items were ‘inferring cause’, ‘inferring the parenthesis’, ‘summarize the paragraph’, ‘grammar’, ‘text sentence words: average number of words per text sentence’, and ‘number of semicolons, colons and dashes used in text’. Regression analysis of the 14 variables showed that those variables explain 49 % of item difficulty.
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