The effects of linguistic factors on student performance on economics multiple choice questions
This paper proposes a framework to analyse performance on multiple choice questions with the focus on linguistic factors. Item Response Theory (IRT) is deployed to estimate ability and question difficulty levels. A logistic regression model is used to detect Differential Item Functioning questions. Probit models testify relationships between performance and linguistic factors controlling the effects of question construction and students’ background. Empirical results have important implications. The lexical density of stems affects performance. The use of non-Economics specialised vocabulary has differing impacts on the performance of students with different language backgrounds. The IRT-based ability and difficulty help explain performance variations.
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|Keywords:||multiple choice questions , linguistic factors, Item Response Theory|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Economics Business and Management Curriculum and Pedagogy (130203)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Economics & Finance
|Copyright Owner:||Copyright 2012 Social Science Electronic Publishing|
|Deposited On:||11 Mar 2013 05:19|
|Last Modified:||16 May 2013 23:03|
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