A scrutiny of the relationship between cognitive load and difficulty estimates of language test items

Abstract Recently, researchers have expressed their growing concern over the scrutiny of language test items in light cognitive load theory (CLT). While has been central to learning research, it not enjoyed due attention high-stakes tests. The current study set out delve into relationship between difficulty estimates and items. To measure load, examinees’ perceived level response time were considered. In this regard, empirical data collected from 60 MA students graduates through a quantitative correlational design. further employed Rasch model estimate difficulties vocabulary grammar Iranian university entrance examination (IUEE) for English majors held 2018 2019. study’s findings revealed statistically significant correlations As items, no detected variables. Whereas results indicated strong positive regarding observed variables concerning All all, difficulty, time, appeared be sound indicators with respect but regard implications will discussed.