标题：The Greek State Certificate in English Language Proficiency (KPG) Level A: Item Difficulty, Learning Ability and Cultural Background through Regression Analysis
摘要：AbstractThe “State Certificate in Language Proficiency,” nationally and internationally known as the KPG (an acronym for the Greek title Kratiko Pistopiitiko Glossomathias) was first instituted in 2003. To create such language competence tests is a rather difficult and complex endeavor. Language certificates are based in Item Response Theory. As the name of the theory reveals it is a theory focusing on each item. More specifically, the difficulty index (p-value), which shows how difficult each item is, the rbis index, which demonstrates the relation of the answer in each item with the total test score, are examined. Moreover, the discrimination index, which discriminates between low and high achieving students, is established. However, the success or failure (in the test) of the students is not only a matter of difficulty or facility of the items, but it is also a matter of learning ability of the students to rise to the demands of the test. Furthermore, it may depend to a certain degree on the social and/or cultural background, of a particular minority. In the present study 141 students, Greek and Turkish speaking participated. The students took the English A level KPG test. The regression analysis was used to highlight the model, which describes students’ performance regarding the item difficulty, the students’ learning ability and their cultural background, as it derives from their minority group.
