The Effects of Knowledge of Results and Test Difficulty on Ability Test Performance and Psychological Reactions to Testing.
Abstract
Students were administered one of three conventional or one of three stradaptive vocabulary tests with or without knowledge of results (KR). The three tests of each type differed in difficulty, as assessed by the expected proportion of correct responses to the test items. Results indicated that the mean maximum-likelihood estimates of individuals' abilities varied as a joint function of KR-provision and test difficulty. Students receiving KR scored highest on the most-difficult test and lowest on the least-difficult test; students receiving no KR scored highest on the least-difficult test and did most poorly on the most-difficult tests. Although the students perceived the differences in test difficulty, there were no effects on mean student anxiety or motivation scores attributable to difficulty alone. Regardless of test difficulty, students reacted very favorably to receiving KR, and its provision increased the mean level of reported motivation. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 01, 1978
- Accession Number
- ADA060876
Entities
People
- David J. Weiss
- J. Stephen Prestwood
Organizations
- University of Minnesota