A Model for Incorporating Response-Time Data in Scoring Achievement Tests.
Abstract
The differences in type of information-processing skill developed by different instructional backgrounds affect, negatively or positively, the learning of further advanced instructional materials. That is, if prior and subsequent instructional methods are different, a proactive inhibition effect produces low achievement scores on a posttest. This fact poses a serious problem for routing of students to an instructional level on the sole basis of performance on a diagnostic adaptive test. It is essential that we somehow unravel what information-processing strategy was used and consider this knowledge simultaneously.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 1979
- Accession Number
- ADA076589
Entities
People
- Kikumi Tatsuoka
- Maurice Tatsuoka
Organizations
- University of Illinois Urbana–Champaign