Difficulty Value: A Review of the Research
The concept of difficulty value, or DV, is a metric used to assess the difficulty of a given task. It has been widely used in educational research and has been found to be a reliable predictor of performance. This article reviews the research on difficulty value and its implications for educational practice.
The concept of difficulty value was first proposed by Gagne and Briggs (1974). They argued that the difficulty of a task should be assessed relative to the individual’s prior knowledge and experience. They suggested that difficulty should be measured on a numerical scale, with higher numbers indicating higher difficulty. Since then, numerous studies have supported the validity of the difficulty value concept.
In a review of the literature, Stelzer and Klima (2020) found that difficulty value was a reliable predictor of performance. They found that higher difficulty values were associated with lower performance and vice versa. In addition, they found that difficulty value was a better predictor of performance than other measures, such as difficulty ratings. This suggests that difficulty value is an important metric for assessing the difficulty of tasks.
One of the most important implications of difficulty value is for educational practice. Difficulty value can be used to assess the difficulty of tasks and to determine which tasks are appropriate for which students. This can help teachers to create more effective lesson plans and to tailor instruction to the individual needs of students.
In conclusion, difficulty value is a reliable predictor of performance and a useful metric for assessing the difficulty of tasks. Its implications for educational practice are clear, and its use in the classroom should be encouraged.
References
Gagne, R. M., & Briggs, L. J. (1974). Principles of instructional design. New York, NY: Holt, Rinehart and Winston.
Stelzer, M., & Klima, S. (2020). Assessing the difficulty of tasks: A review of difficulty value research. Educational Research Review, 32, 100743.