Effect of Immediate Feedback and Revision on Psychometric Properties of Open‐ended Sentence‐completion Items

Abstract

Registered examinees for the GRE® General Test answered open‐ended sentence‐completion items. For half of the items, participants received immediate feedback on the correctness of their answers and up to two opportunities to revise their answers. A significant feedback‐and‐revision effect was found. Participants were able to correct many of their initial incorrect answers, resulting in higher revised scores. In addition, the reliability of the revised scores and their correlation with GRE verbal scores were higher. The possibility of using revision scores as a basis for measuring potential future learning is discussed.

Potential Impact of Automated Writing Evaluation (AWE) on EFL Learners’ Writing Accuracy: Learners’ Attitudes in Focus

“…For example, Attali (2004) utilized the frequency of submissions as an index of learners' utilization of an AWE system and detected that 71% of the compositions were given just once. The frequency of submissions purveyed a harsh assessment of the number of learners' utilization of AWE, but any conclusions about how learners utilized AWE or profited from utilizing it based just on the frequency of submissions would be wrong.…”