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Although they were looking at a different measure from us, their work suggests the difficulty of question generation.
According to Susanti et al. (2016), the word difficulty of the question components contributes to the difficulty of question items by up to 60%.
Hoshino (2013) analysed the relationship between different types of distractors and difficulty of question items in the multiple-choice vocabulary cloze test.
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Called the AMCAT, it draws on theories Varun studied at the Massachusetts Institute of Technology, which helps him assess the difficulty of questions.
Many systems have been developed for estimating the difficulty of questions.
However, the opposite is true for cognitive activation in the sense of adapting teachers' expectations and the difficulty of questions to the students' abilities.
In a paper on the plan, Ofqual said: "To evaluate the actual difficulty of questions, current Year 11 students will be asked to sit one of the question papers from the sample assessment materials as a mock exam.
An explanation for this contradictory finding lies in the reversed causality assumption: teachers apply this kind of individualizing strategy (adapting expectations and the difficulty of questions to their students' abilities) more often to poorly performing students in a class as a remedial tool, whereas capable students less often experience individual support.
The opposite is true for cognitive activation (sensu responding to students' ability level): students with a lower initial accounting competence more often reported (relative to their class average), for example, that their accounting teacher adapts the difficulty of questions to student abilities.
"I want people to appreciate the difficulty of questions about remembering and forgetting," he told The Huffington Post.
The level of difficulty of questions was set appropriate to the level of cognitive function of the subjects.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com