Bibliographic Details
| Title: |
The effects of accuracy feedback during a text comprehension test. |
| Authors: |
Golke, Stefanie, Dörfler, Tobias, Artelt, Cordula |
| Source: |
Educational & Child Psychology. 2009, Vol. 26 Issue 3, p30-39. 10p. 1 Diagram, 3 Charts, 2 Graphs. |
| Subjects: |
Experiments, Comprehension (Theory of knowledge), Ability testing, Control groups, Performance |
| Abstract: |
The aim of this experimental study was to investigate the effects of accuracy feedback on text comprehension. A total of 198 sixth-grade students (M = 11.78 years; 50% girls) participated in the computerised experiment in which an accuracy feedback condition (treatment group) was contrasted with a feedback-free condition (control group). Results showed that the overall performance of the control and treatment group children did not differ, neither as part of the dynamic test nor in a subsequent post-test. Measures based on Rasch model estimates were introduced to evaluate the effects of accuracy feedback on item-level performance indicating potential benefits of accuracy feedback. Implications for applying feedback on text comprehension in assessment settings are discussed. [ABSTRACT FROM AUTHOR] |
|
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
