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Can the item difficulty be controlled by the investigated factors?
The discussion in this paper addresses the three research questions posed in the "Introduction" section: 1. Can the item difficulty be controlled by the investigated factors? 2.
We conducted an experiment on real learners and analysed the collected data with respect to the following research questions: 1. Can the item difficulty be controlled by the investigated factors? 2.
Animals in nature don't need to be controlled by a species that has such difficulty in controlling itself.
This difficulty can be controlled by adjusting parameters like the number of frames per second.
We first investigated if the item difficulty could be controlled by the automatic question generation system using the three factors.
The present study investigated how item difficulty can be controlled by the three predetermined factors in an automatic vocabulary question generation system.
For example, some elementary and middle grade students do not understand how variability might be controlled by reducing effects of unrelated variables (difficulty IVE; Chen and Klahr, 1999; Kuhn and Dean, 2005), while middle school students have trouble interpreting findings when faced with natural variation (difficulty IVA; Kanari and Millar, 2004).
Therefore, item difficulty can indeed be controlled by varying the investigated factors, which answers the first research question.
But, as the number of projects increases, so will the difficulty of deciding which of them should be controlled by the services.
Hence, the difficulty of vocabulary tests in context could be controlled by using either semantically related distractors or distractors relating to the contexts.
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CEO of Professional Science Editing for Scientists @ prosciediting.com