Computer-Managed Instruction in the Navy: IV. The Effects of Test Item Format on Learning and Knowledge Retention. [Report No.: NPRDC-TR-81-8

Autor/inn/en	Lockhart, Kathleen A.; und weitere
Institution	Navy Personnel Research and Development Center, San Diego, CA.
Titel	Computer-Managed Instruction in the Navy: IV. The Effects of Test Item Format on Learning and Knowledge Retention. [Report No.: NPRDC-TR-81-8
Quelle	(1981), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Managed Instruction; Constructed Response; Engineering Education; Learning; Multiple Choice Tests; Outcomes of Education; Retention (Psychology); Scoring; Student Attitudes; Tables (Data); Test Format; Test Items; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Computer-assisted instruction; Computerunterstützter Unterricht; Ingenieurausbildung; Lernen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernleistung; Schulerfolg; Merkfähigkeit; Bewertung; Schülerverhalten; Tabelle; Testentwicklung; Test content; Testaufgabe
Abstract	The relative effectiveness of multiple-choice (MC) and constructed-response (CR) test formats in computer-managed instruction (CMI) were compared using four test groups of 30 trainees each who were assigned nonsystematically from the basics course at the Propulsion Engineering School, Great Lakes Naval Training Center. Group A took module tests in the standard CR format with answer cues and then converted their answers to MC answer sheets for CMI scoring. Group B took CR tests with answer cues, but the research staff converted the answers. Group C took CR tests but without answer cues, and the staff converted the answers, while Group D took tests in the MC format. Before and after the tests, skills and knowledge were measured to compare factors such as learning, retention, time to complete the course, and attitudes. There were no differences in learning among the groups, but Group C, with the CR questions without cues, had the best retention, but took longer to complete the course and rated their tests as being more difficult than did students in the other groups. The attitude questionnaire and the results of ANOVAs comparing the groups on measures of learning are appended, and five references are provided. (Author/BK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01