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920401s1992 xx ||| bt ||| | eng d |
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|a ED352391 Microfiche
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|a ED352391 Microfiche
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| 100 |
1 |
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|a Roos, Linda L.
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| 245 |
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4 |
|a The Effects of Feedback in Computerized Adaptive and Self-Adapted Tests /
|c Linda L. Roos and Others.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1992.
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| 300 |
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|a 23 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
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|a microfiche
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|a ERIC Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (San Francisco, CA, April 21-23, 1992).
|5 ericd
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| 520 |
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|a Computerized adaptive (CA) testing uses an algorithm to match examinee ability to item difficulty, while self-adapted (SA) testing allows the examinee to choose the difficulty of his or her items. Research comparing SA and CA testing has shown that examinees experience lower anxiety and improved performance with SA testing. All previous research concerning SA testing has presented item feedback to the examinee before asking the examinee to choose the next item difficulty level. Moreover, item feedback has typically not been presented to examinees in previous CA testing research. The effects of presenting, versus withholding, item feedback in SA tests were studied for 135 graduate and 228 undergraduate students (128 males and 235 females). The instrument was a computerized algebra test to assess skills needed for a statistics class. Examinees administered the SA tests tended to obtain significantly higher ability estimates than did those who were administered the CA tests. Also, those taking the SA tests reported significantly lower post-test state anxiety than did those taking the CA tests. Interaction between test type and feedback was not found, suggesting that examinees are able to use the implicit feedback they receive when answering items. Five tables present study findings. (SLD)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Ability Identification.
|2 ericd
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| 650 |
1 |
7 |
|a Adaptive Testing.
|2 ericd
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| 650 |
0 |
7 |
|a Algebra.
|2 ericd
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| 650 |
0 |
7 |
|a Algorithms.
|2 ericd
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| 650 |
0 |
7 |
|a Comparative Testing.
|2 ericd
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| 650 |
1 |
7 |
|a Computer Assisted Testing.
|2 ericd
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| 650 |
0 |
7 |
|a Difficulty Level.
|2 ericd
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| 650 |
1 |
7 |
|a Feedback.
|2 ericd
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| 650 |
1 |
7 |
|a Graduate Students.
|2 ericd
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| 650 |
0 |
7 |
|a Higher Education.
|2 ericd
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| 650 |
0 |
7 |
|a Statistics.
|2 ericd
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| 650 |
0 |
7 |
|a Test Anxiety.
|2 ericd
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| 650 |
1 |
7 |
|a Test Items.
|2 ericd
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| 650 |
1 |
7 |
|a Undergraduate Students.
|2 ericd
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| 655 |
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7 |
|a Reports, Research.
|2 ericd
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| 655 |
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7 |
|a Speeches/Meeting Papers.
|2 ericd
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| 907 |
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
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|t 0
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|i Microform (Microfilm/Microfiche)
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