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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
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
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  Data: A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Chang%2C+Frederic+Tao-Yi%22">Chang, Frederic Tao-Yi</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Mao-Neng+Fr%22">Li, Mao-Neng Fr</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Technology%22"><i>International Journal of Educational Technology</i></searchLink>. 2019 6(1):12-29.
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  Data: International Society for Educational Technology. e-mail: educationaltechnologynet@gmail.com; Web site: https://educationaltechnology.net/ijet/index.php/ijet
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  Data: 18
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Answer+Sheets%22">Answer Sheets</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Sciences%22">Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink>
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  Data: 2476-0730
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 12
    Subjects:
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Answer Sheets
        Type: general
      – SubjectFull: Effect Size
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Language Arts
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      – SubjectFull: Mathematics
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      – SubjectFull: Sciences
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Meta Analysis
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      – TitleFull: A Relative Effectiveness Assessment of an Immediate Feedback Assessment Technique Employed on Computers and Scratch Cards: A Meta-Analysis
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            NameFull: Li, Mao-Neng Fr
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