Prediction of Item Difficulty for Reading Comprehension Items by Creation of Annotated Item Repository

Radhika Kapoor, Sang T. Truong, Nick Haber, Benjamin W. Domingue, Maria Araceli Ruiz-Primo

Track: Full paper

Keywords: Item difficulty modeling, Reading comprehension, Assessment

TL;DR: We build a model that predict the difficulty of reading comprehension questions

Abstract: Prediction of item difficulty based on its text content is of substantial interest. In this paper, we focus on the related problem of recovering IRT-based difficulty when the data originally reported item p-value (percent correct responses). We model this item difficulty using a repository of reading passages and student data from US standardized tests from New York and Texas for grades 3-8 spanning the years 2017-23. This repository is annotated with meta-data on (1) linguistic features of the reading items, (2) test features of the passage, and (3) context features. A penalized regression prediction model with all these features can predict item difficulty with RMSE 0.52 compared to baseline RMSE of 0.92, and with a correlation of 0.77 between true and predicted difficulty. We supplement these features with embeddings from LLMs (ModernBERT, BERT, and LlAMA), which marginally improve item difficulty prediction. When models use only item linguistic features or LLM embeddings, prediction performance is similar, which suggests that only one of these feature categories may be required. This item difficulty prediction model can be used to filter and categorize reading items and will be made publicly available for use by other stakeholders.

Submission Number: 2