A Comparison of Limited vs. Unlimited Retakes of a Multiple-Choice Test.

Autor/in	Kennedy, Rob
Titel	A Comparison of Limited vs. Unlimited Retakes of a Multiple-Choice Test.
Quelle	(1994), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Graduate Students; Graduate Study; Higher Education; Item Banks; Multiple Choice Tests; Research Design; Scores; Student Motivation; Test Items; Test Results + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Forschungsdesign; Schulische Motivation; Test content; Testaufgabe
Abstract	The purpose of this study was to compare the scores of students who were allowed unlimited retakes of a multiple-choice test with the scores of students who were limited to only four retakes (five trials) of the same test. The tests were each made up of 20 randomly drawn questions from a large pool of questions about research methods. Three graduate research classes were involved in the study; two were the limited groups (11 and 18 students) and one was the unlimited group (14 students). The groups were analyzed using a 3 x 5 repeated measures analysis of variance design. The between-subjects factor was treatment group and the within-subjects factor was test administration (five administrations). The results indicated significant differences (p<0.01) both between and within groups. The interaction effect was not significant. Additional research is necessary to clarify the appropriate number of trials for tests to insure adequate learning while providing sufficient motivation for students to study rather than memorize answers. (Contains 13 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC