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Report for SCORE (Science Community Supporting Education), July 2008 Relative difficulty of examinations in different subjects Robert Coe, Jeff Searle, Patrick Barmby, Karen Jones, Steve Higgins CEM Centre, Durham University 2 Executive Summary 1. This report reviews the evidence on whether examinations in some subjects can legitimately be described as harder than those in other subjects, and, if so, whether STEM subjects (those that form a foundation for further study in science, technology, engineering and mathematics) are generally more difficult than others. 2. A number of different statistical methods have been used to try to address these questions in the past, including Subject Pairs Analysis (SPA), Kelly s (1976) method, the Rasch model, Reference Tests and value-added (including multilevel) models. 3. Evidence from the existing statistical analyses conducted in the UK appears to show a high level of consistency in their estimates of subject difficulties across methods and over time, though the publicly available evidence is somewhat limited.
Report for SCORE (Science Community Supporting Education), July 2008 Relative difficulty of examinations in different subjects Robert Coe, Jeff Searle, Patrick Barmby, Karen Jones, Steve Higgins
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