Do the ontology-based generation strategies and the level of the questions in Bloom's taxonomy affect the questions' difficulty and discrimination? .
First, it assesses the auto-generated questions' difficulty, discrimination, and reliability using two statistical methods: Classical Test Theory (CTT) and Item Response Theory (IRT).
The IRT model, which has the best fit to the whole sample of students in each test, was applied to the low ability and high ability sample of students separately to obtain the questions' difficulty and discrimination indices.
These data indicate that problems with orientation to time, repeating statements and questions, difficulty managing finances, and trouble with visusospatial orientation may accompany memory deficits in aMCI.
Our item analysis showed that the questions' difficulty and discrimination indices were in agreement with published recommended standards and discriminated effectively between high- and low-scoring students.
Even though each response to each question must depend upon the students' ability and the questions' difficulty, in the data analysis, it is possible to condition out or eliminate the student's abilities (by taking all students at the same score level) in order to estimate the relative question difficulties [ 14, 16].
Observations on gender, ability to speak English, physical difficulties including hearing impairment, crippled hands or legs, understanding of questions, difficulty remembering and accuracy of responses Do you have a regular doctor?
Reasons for not completing assessment included fear of being misinterpreted, difficulty with responding to questions, difficulty with quantifying experience (e.g. choosing between a '3' and a '4'), procrastination and lack of motivation.
However, an alternative explanation may be that patient barriers, such as lack of confidence in asking questions, difficulty in understanding information and failure to understand that there is a choice [ 14], preclude active participation in treatment decision making.
