The Effects of Immediate Knowledge of Results and Task Definition on Multiple-Choice Answering

Strang, Harold R.; Rust, James O.

doi:10.1080/00220973.1973.11011449

Cited by 33 publications

(14 citation statements)

References 5 publications

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“…Apart from psychometric considerations, answer-until-correct testing has been recommended for its ability to provide immediate feedback to examinees, thus enhancing the learning process (Beeson, 1973;Pressey, 1950). However, other investigators have noted (relatively) lower test scores for group using answer-until-correct responding as compared to conventional responding (Montor, 1970;Strang & Rust, 1973). These differences may have been due to the unsettling effect of having one's ignorance revealed or could reflect inexperience with the method of responding.…”

Section: Answer-until-correct Proceduresmentioning

confidence: 97%

Partial-Credit Scoring Methods for Multiple-Choice Tests

Frary¹

1989

Applied Measurement in Education

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Section: Answer-until-correct Proceduresmentioning

confidence: 97%

Partial-Credit Scoring Methods for Multiple-Choice Tests

Frary¹

1989

Applied Measurement in Education

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“…Studies of the effects of KR on achievement test performance have yielded conflicting findings; KR was found to increase test scores in studies by Beeson (1973) and Heald (1970) but led to an increased number of errors in studies by Bierbaum (1965), Spencer and Barker (1969), and Strang and Rust (1973).…”

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confidence: 96%

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

Betz

1977

Applied Psychological Measurement

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This study investigated the effects of immediate knowledge of results and adaptive testing on performance on a computer-administered test of verbal ability. Examinees were administered either a 50-item conventional test or an adaptive test of verbal ability; half the subjects in each group received immediate knowledge of results (KR) concerning the correctness/incorrectness of each item response, while the other half did not. Subjects within highand low-ability subgroups were assigned randomly to one of the four resulting experimental conditions. The dependent variable was maximum likelihood ability estimates derived from item response patterns. Results indicated that for the high-ability group, mean test scores under KR conditions were significantly higher than were those under no-KR conditions on both the conventional and adaptive tests. Within the low-ability group, mean test scores were higher under KR conditions than under no-KR conditions, but the difference was statistically significant only within the conventional testing strategy. Low-ability examinees achieved higher average test scores on the adaptive test than on the conventional test, while high-ability examinees performed equally well on the adaptive and conventional tests.

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“…It appears as though the effects of KR on performance and attitude are extremely complex. Strang and Rust (1973) pointed out that in order to test the effect of KR, it is necessary to control for intrinsic KR of ongoing activity. If the examinee can estimate performance, KR will be redundant.…”

Section: Perception Of Test Difficulty Anxiety and Motivationmentioning

confidence: 99%

An Empirical Study of the Broad Range Tailored Test of Verbal Ability

Kreitzberg¹,

Jones²

1980

ETS Research Report Series

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This document is the final report of a study designed to investigate the performance of the Broad-Range Tailored Test of Verbal Ability. The Broad-Range Tailored Test (BRTT) is a computerized adaptive test developed by Frederic M. Lord. It employs a maximum likelihood selection strategy to choose items from an item pool stored on magnetic disk. The items selected are tailored to the individual testee and are presented on a computer terminal.Each testee responds to 25 items; at the conclusion of the test the computer calculates a verbal ability score for the individual. The test was designed to yield a verbal ability score from the fifth grade level to the graduate school level.Performance of the BRTT had been investigated by means of simulation studies.The current study is the first empirical test of its performance. Two forms of the BRTT were administered to 146 high school students. The students also answered a posttest questionnaire in which they indicated their reactions to this form of testing.Analyses revealed that the BRTT wa s more reliable than the PSAT for a number of scores derived from the data. The test-retest reliability of the BRTT was .8719 at the 25th item; reliability of the PSAT v~rbal score (scaled down to 25 items) was .65. AIlalyses of the reliability of the BRTT vs. the PSAT revealed that the tailored test was also more reliable than the conventional test at shorter lengths.Correlations between scores on the BRTT and PSAT were reasonably high--typically about .86. This finding confirms theoretical expectation regarding the increased efficiency of adaptive, as compared to conventional tests.The study investigated nine of observed scores and score transformations. The most useful of these was found to be the expected proportion correct over the entire item p0ol. This score was highly reliable and was found to be parallel with respect to the mean values across forms A and B.e , the commonly-employed latent-trait parameter and :;"l, a monotone transformation of 8, did not exhibit this characteristic.The information functions of the BRTT were calculated and compared favorably with simulation results previously reported by Lord. Thus the accuracy of the BRTT was in accord with theoretical expectation. Student response to the computerized testing procedure was generally quite favorable.Students found the human-computer interface easy to use and less fatiguing than a long pencil-and-paper test.Operationally, the system performed well. Detailed analysis of 11 anomalous cases, suggested refinements to the system. Response time was adequate and consistent. Reliability of the hardware and software was excellent. These results suggest that computerized adaptive testing is iii ready to take the first steps out of the laboratory environment and find its place in the educational community.The recommendations emerging from this study are: (1) that the organization collaborate with an interested client to develop an adaptive test for use in an educational setting; (2) that the potential for micropr...

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The Effects of Immediate Knowledge of Results and Task Definition on Multiple-Choice Answering

Cited by 33 publications

References 5 publications

Partial-Credit Scoring Methods for Multiple-Choice Tests

Partial-Credit Scoring Methods for Multiple-Choice Tests

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

An Empirical Study of the Broad Range Tailored Test of Verbal Ability

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