
ERIC Number: EJ289090
Record Type: Journal
Publication Date: 1983
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Abstractor: N/A
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Essay Test Scores and Reading Difficulty.
Chase, Clinton I.
Journal of Educational Measurement, v20 n3 p293-97 Fall 1983
Proposition analysis was used to equate the text base of two essays with different readability levels. Easier reading essays were given higher scores than difficult reading essays. The results appear to identify another noncontent influence on essay test scores, leaving increasingly less variance for differences in content. (Author/PN)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
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Language: English
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Identifiers - Assessments and Surveys: Flesch Reading Ease Formula
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