A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis
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| Title: | A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis |
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| Language: | English |
| Authors: | Chang, Frederic Tao-Yi, Li, Mao-Neng Fr |
| Source: | International Journal of Educational Technology. 2019 6(1):12-29. |
| Availability: | International Society for Educational Technology. e-mail: educationaltechnologynet@gmail.com; Web site: https://educationaltechnology.net/ijet/index.php/ijet |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Multiple Choice Tests, Computer Assisted Testing, Feedback (Response), Answer Sheets, Effect Size, Instructional Effectiveness, Language Arts, Social Sciences, Mathematics, Sciences, Educational Research, Meta Analysis |
| ISSN: | 2476-0730 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1215440 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2476-0730 |
