Effects of Immediate Knowledge of Results and Adaptive Testing on Ability Test Performance

Betz, Nancy E.

doi:10.1177/014662167700100212

Cited by 28 publications

(48 citation statements)

References 7 publications

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“…Feedback and knowledge of results were indicated as significant in several studies. Betz and Weiss (1976) tested 350 college students divided into high-and low-ability groups. Their reported motivation levels were found to be related to their ability level.…”

Section: Anxiety and Motivation Comparing Between Cbt And Pandpbtmentioning

confidence: 99%

Comparing Between Computer based Tests and Paper-and-Pencil based Tests

2014

IJELS

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Testing subject has many subsets and connections. One important issue is how to assess or measure students or learners. What would be our tools, what would be our style, what would be our goal and so on. So in this paper the author attended to the style of testing in school and other educational settings. Since the purposes of educational system have been changed, there have been some inevitable changes in testing style. Therefore, in recent years, computer-based testing (CBT) has grown in popularity and will likely become the primary mode for delivering tests in the future. So different aspects of computer-based tests and paper-and-pencil based tests like motivation, anxiety and students' performance with different styles will be reviewed in this paper.

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Section: Anxiety and Motivation Comparing Between Cbt And Pandpbtmentioning

confidence: 99%

Comparing Between Computer based Tests and Paper-and-Pencil based Tests

2014

IJELS

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“…In the context of computerized tests, knowledge of results, but without answer review, has also been studied (Betz, 1977). One reason that the combination of immediate knowledge of results and answer review is not provided in computerized (non-adaptive) tests may be that most of these tests are in multiple-choice (MC) format.…”

Section: Feedback In Assessmentmentioning

confidence: 99%

EFFECT OF IMMEDIATE FEEDBACK AND REVISION ON PSYCHOMETRIC PROPERTIES OF OPEN‐ENDED GRE^® SUBJECT TEST ITEMS

Attali

Powers

2008

ETS Research Report Series

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Registered examinees for the GRE® Subject Tests in Biology and Psychology participated in a Web‐based experiment where they answered open‐ended questions that required a short answer of 1‐3 sentences. Responses were automatically scored by natural language processing methods (the c‐rater™ scoring engine) immediately after participants submitted their responses. Based on natural language processing methods (the c‐rater scoring engine), participants received immediate feedback on the correctness of their answers and an opportunity to revise their answers. A significant 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 revised scores was higher than initial scores, although the correlations of the initial and revised scores with the GRE Subject Test scores were similar.

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“…For most applications, a long delay between items is unacceptable because of potential frustration and distraction factors (see, e.g., Betz & Weiss, 1976;Green, Bock, Humphreys, Linn, & Reckase, 1984). Three procedures have been suggested to reduce or eliminate the search delay between items (variations of each of these procedures could be used with either the maximum information or Bayesian item selection procedure).…”

Section: Efficient Search Techniquesmentioning

confidence: 99%