Journal article
Psychometric Characteristics of Computer-Adaptive and Self-Adaptive Vocabulary Tests: The Role of Answer Feedback and Test Anxiety
Journal of educational measurement, Vol.35(2), pp.155-167
06/1998
DOI: 10.1111/j.1745-3984.1998.tb00532.x
Abstract
This study focused on the effects of administration mode (computer-adaptive test [CAT] versus self-adaptive test [SAT]), item-by-item answer feedback (present versus absent), and test anxiety on results obtained from computerized vocabulary tests. Examinees were assigned at random to four testing conditions (CAT with feedback, CAT without feedback, SAT with feedback, SAT without feedback). Examinees completed the Test Anxiety Inventory (Spielberger, 1980) before taking their assigned computerized tests. Results showed that the CATs were more reliable and took less time to complete than the SATs. Administration time for both the CATs and SATs was shorter when feedback was provided than when it was not, and this difference was most pronounced for examinees at medium to high levels of test anxiety. These results replicate prior findings regarding the precision and administrative efficiency of CATs and SATs but point to new possible benefits of including answer feedback on such tests.
Details
- Title: Subtitle
- Psychometric Characteristics of Computer-Adaptive and Self-Adaptive Vocabulary Tests: The Role of Answer Feedback and Test Anxiety
- Creators
- Walter P. Vispoel - University of lowa
- Resource Type
- Journal article
- Publication Details
- Journal of educational measurement, Vol.35(2), pp.155-167
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1745-3984.1998.tb00532.x
- ISSN
- 0022-0655
- eISSN
- 1745-3984
- Number of pages
- 13
- Language
- English
- Date published
- 06/1998
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371105302771
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