Sentence examples for the difficulty of question from inspiring English sources

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%.

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.

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 difficulty of questions in relation to the purpose of the assessment was interrogated, as one participant explained: " "the exam is not there to prove what you do know, but maybe to nail you for what you don't.

There are a number of factors that can contribute to errors of measurement: variation in the difficulty of questions from one exam to another, variation of examiners' leniency and training on assessment protocols, variation in the complexity of the patient encounters, or variation in the examination procedure itself (e.g., use of paper and pencil versus computer, time of day, location).

Criteria for choosing questions included the difficulty of the question (determined by the percent correct scores from the students), the topic of each question (based on the topics outlined in the course syllabus), question clarity, and how the percent correct changed if peer instruction was involved.