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Item Sequence on Test Performance: Easy Items First?

Abstract

Among several factors affecting the performance of testees on a test is the sequence of the test items. The present study served as an attempt to shed light on the effect of test item sequence on Iranian EFL learners' performance on a test of grammar. To achieve such a purpose, 70 language learners of English at Pooyesh Institute in Shiraz (the capital of Fars province, Iran) were given two tests (one with easy to difficult items and the other just the reverse) were designed. The results of the study revealed that the sequence of items affect foreign language learners' performance. That is, those taking easy to difficult test outperforming students taking the difficult to easy test. The study also bears a set of implications.

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Open Access This article is distributed under the terms of the Creative Commons Attribution 2.0 International License ( https://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Soureshjani, K.H. Item Sequence on Test Performance: Easy Items First?. Language Testing in Asia 1, 46 (2011). https://doi.org/10.1186/2229-0443-1-3-46

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  • DOI: https://doi.org/10.1186/2229-0443-1-3-46

Keywords

  • test specifications
  • test method facets
  • identical items
  • test battery