This article reports large item effects in a study of computer‐based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer‐based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present article demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer‐based instructional system. Anat Sci Educ. © 2011 American Association of Anatomists.

中文翻译：

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基于计算机的教学评估中的项目难度：神经解剖学的一个例子。

本文报告了基于计算机的神经解剖学学习研究中的大项目效应。学习效率、学习迁移和知识泛化的结果衡量标准在测试项目中存在很大差异，某些项目特别难以掌握。此外，教学方法之间的比较结果随着要学习的项目的难度而变化。更具挑战性的项目可以更好地区分教学方法。这组结果很重要，原因有二。首先，它表明，如果一组始终困难的项目是特别适合它们的教学方法的目标，那么教学可能会更有效。其次，关于计算机教学实证评估结果的已发表文献存在很大差异。因此，关于可能影响此类评估的因素出现了许多问题。本文表明，向学习者呈现的材料的挑战程度是评估基于计算机的教学系统时需要考虑的重要因素。分析科学教育。© 2011 美国解剖学家协会。