Literaturnachweis - Detailanzeige
| Autor/inn/en | Chang, Frederic Tao-Yi; Li, Mao-Neng Fred |
|---|---|
| Titel | A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis |
| Quelle | In: International Journal of Educational Technology, 6 (2019) 1, S.12-29 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2476-0730 |
| Schlagwörter | Multiple Choice Tests; Computer Assisted Testing; Feedback (Response); Answer Sheets; Effect Size; Instructional Effectiveness; Language Arts; Social Sciences; Mathematics; Educational Research; Meta Analysis |
| Abstract | IF-AT (also called answer until correct) is a revised form of traditional multiple-choice testing. It was created to provide instant feedback during testing and to tap into partial knowledge of learners. The purposes of this meta-analytic study were to compare the effectiveness of IF-AT with the traditional multiple-choice test; to assess effectiveness of the computer-based IF-AT with the scratch card based IF-AT; and to identify modifies of IFAT effects. A total of 35 IFAT studies were examined. Data were analyzed using traditional meta-analysis and FAT-PET-PEESE-MRA. The results indicated: 1) The overall effect size of IF-AT over the traditional multiple choice was 0.581(fixed) and 0.618(random). By FAT-PET-PEESE MRA, the net overall effect size of IF-AT was 0.522, which was close to a previous meta-analysis result (Bangert-Drowns et.al., 1991) based on 4 answer-until-correct studies; 2) In terms of IF-AT forms, effectiveness of IFAT interacted with testing materials. Scratch card-based IF-AT was significantly more effective than computer-based IF-AT in language arts and social sciences (LS); while they worked equally well in mathematics and science (MS); and 3) Test materials was identified as a significant moderator to explain a large part of heterogeneity between IF-AT studies. In terms of test materials, students taking IF-AT tests always performed better in LS than MS regardless whether it was scratch cardbased IF-AT or computer-based IFAT. The evidence suggests that IF-AT is very effective in enhancing students' learning within LS by memory retention, and it is less effective in MS of which requires more conceptual understanding than memory retention. (As Provided). |
| Anmerkungen | International Society for Educational Technology. e-mail: educationaltechnologynet@gmail.com; Web site: https://educationaltechnology.net/ijet/index.php/ijet |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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