EFFECTS OF INDIVIDUALIZED INSTRUCTION ON TESTING.
Abstract
Programmed instruction and other individual study methods are bringing major changes in measurement practices. Recent experimental work with computer-based programmed instructional systems has demonstrated the technological feasibility of automated diagnostic procedures that provide increased sensitivity and responsiveness to student needs, through continuous analysis of several different measures of each student's progress and through individualized control of the instructional sequence. The computer's control decisions can be based on rules synthesizing (a) measures of the student's moment-tomoment skill performance level and attitude toward the learning situation, and (b) records reflecting more stable, pervasive characteristics, such as tests of intelligence, aptitude, personality and interests. If the diagnostic capabilities offered by these technological developments are to be applied in education, further research must be directed toward the teaching/testing process in programmed instruction. Critical research questions include: (1) What diagnostic measures most accurately reflect immediate learning needs. (2) How often should each measure be sampled during the instruction. (3) By what rules should these measures be combined to determine branchings. (4) How can the success of branching procedures best be evaluated. (Authors)
Document Details
- Document Type
- Technical Report
- Publication Date
- Feb 22, 1965
- Accession Number
- AD0612999
Entities
People
- John E. Coulson
- John F. Cogswell
Organizations
- System Development Corporation