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| Autor/inn/en | Betz, Nancy E.; Weiss, David J. |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Dept. of Psychology. |
| Titel | Effects of Immediate Knowledge of Results and Adaptive Testing on Ability Test Performance. Research Report 76-3. |
| Quelle | (1976), (47 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Ability; Achievement Tests; Branching; College Students; Computer Assisted Testing; Computer Oriented Programs; Feedback; Performance Factors; Response Style (Tests); Statistical Analysis; Verbal Ability |
| Abstract | The effects of immediate knowledge of results (KR) concerning the correctness or incorrectness of each item response on a computer-administered test of verbal ability were investigated. The effects of KR were examined on a 50-item conventional test and a stradaptive ability test and in high- and low-ability groups. The primary dependent variable was maximum likelihood ability estimates derived from the item responses. Results indicated that mean test scores for the High-Ability group receiving KR were higher than for the No-KR group on both the conventional and stradaptive tests. For Low-Ability examinees, mean scores were higher under KR conditions than under NO-KR conditions on both tests, but the difference was statistically significant only for the conventional test. However, the higher mean scores of the Low-Ability testees on the stradaptive test indicated that for low-ability examinees, adaptive testing had the same effects on test performance as did the provision of immediate KR. The results of the study were interpreted as indicating the potential of both immediate knowledge of results and adaptive testing procedures to increase the extent to which ability tests measure "maximum performance" levels. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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