Large-Scale Portuguese Language Evaluations: A Research on the Complexity of Texts that Support Items that Assess Reading

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Hilda Aparecida Linhares da Silva Micarello
Hilda Aparecida Linhares da Silva Micarello

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GJHSS Volume 21 Issue G15

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This article discusses the theme of the complexity of texts that support large-scale assessment items in Portuguese language, based on the results of a survey in which 763 texts used in large-scale assessment items in Portuguese were analyzed. The research methodology consisted of item analysis supported by the theories of cognition, textual linguistics, and statistical parameters of the items based on the Item Response Theory, a three-parameter model. Based on the research carried out, four levels of complexity of the texts were defined. The results point to the relevance of clear criteria to define the complexity of texts in the development of new items and to a more precise description of performance standards based on the reading proficiency presented by the evaluated students.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

Hilda Aparecida Linhares da Silva Micarello. 2022. \u201cLarge-Scale Portuguese Language Evaluations: A Research on the Complexity of Texts that Support Items that Assess Reading\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G15): .

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Portuguese language complexity analysis for academic research journals.
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GJHSS Volume 21 Issue G15
Pg. 11- 19
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 200499
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v1.2

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January 15, 2022

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English

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This article discusses the theme of the complexity of texts that support large-scale assessment items in Portuguese language, based on the results of a survey in which 763 texts used in large-scale assessment items in Portuguese were analyzed. The research methodology consisted of item analysis supported by the theories of cognition, textual linguistics, and statistical parameters of the items based on the Item Response Theory, a three-parameter model. Based on the research carried out, four levels of complexity of the texts were defined. The results point to the relevance of clear criteria to define the complexity of texts in the development of new items and to a more precise description of performance standards based on the reading proficiency presented by the evaluated students.

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Large-Scale Portuguese Language Evaluations: A Research on the Complexity of Texts that Support Items that Assess Reading

Hilda Aparecida Linhares da Silva Micarello
Hilda Aparecida Linhares da Silva Micarello

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