Sentence examples for differences in difficulty from inspiring English sources

"However, they will be reassured by the rigorous approach Ofqual has taken to addressing the concerns around the differences in difficulty between the different boards.

Instead, reaction times were recorded to control for differences in difficulty between mental rotation of objects from different categories.

This design ensures that any observed effect is due to the interruptions rather than any differences in difficulty across CT scans.

The differences in difficulty levels across course types then works to dissuade individuals with relatively worse academic backgrounds from persisting in natural science, engineering, or economics majors.

Our purpose was to examine the relationships among items in two-tier multiple-choice (TTMC) items, to compare if there were any systematic differences in difficulty according to tier, according to content, or as a combination of these.

Thus, by examining the difficulty of item tiers, we can understand whether the tiers demonstrate differences in difficulty, and by extension, if one cognitive skill is easier or harder for students.

Differences in difficulties associated with landmark identification and placement on darker complexions were noted.

There were no significant differences in difficulties with mask use between the P2 and surgical mask groups, but >50% reported concerns, the main one being that wearing a face mask was uncomfortable.

With the help of Rasch analysis, the present study examined the teacher rater assessments of 373 students across three different schools and revealed an obviously more fine-grained pattern of difference in difficulty levels of different assessment domains observed in students' assessment performance across the two SBA task types.

Significant differences were found in some assessment domains between the two band 2 schools and the band 3 school; (2) an obviously more fine-grained pattern of difference in difficulty levels of different assessment domains was observed in students' assessment results across the two task types in this study than in previous studies.

Finally, observation of an obviously more fine-grained pattern of difference in difficulty levels of different assessment domains in students' assessment results across the two task types clearly adds to our understanding of the role of different task types in oral assessment in the classroom assessment context.