NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Effects of "On-Line" Test Feedback on the Seriousness of Subsequent Errors.
Peer reviewed Peer reviewed
Birenbaum, Menucha; Tatsuoka, Kikumi K. – Journal of Educational Measurement, 1987
The present study examined the effect of three modes of feedback on the seriousness of error types committed on a post-test. The effect of the feedback made on post-test errors was found to be differential and dependent upon the seriousness of errors committed on the pre-test. (Author/LMO)
Descriptors: Computer Assisted Testing, Error Patterns, Feedback, Junior High Schools
The Effect of a Scoring System Based on the Algorithm Underlying the Students' Response Patterns on the Dimensionality of Achievement Test Data of the Problem Solving Type.
Peer reviewed Peer reviewed
Birenbaum, Menucha; Fatsuoka, Kikumi K. – Journal of Educational Measurement, 1983
The outcomes of two scoring methods (one based on an error analysis and the second on a conventional method) on free-response tests, compared in terms of reliability and dimensionality, indicates the conventional method is inferior in both aspects. (Author/PN)
Descriptors: Achievement Tests, Algorithms, Data, Junior High Schools
Comparing the Effectiveness of Several IRT Based Appropriateness Measures in Detecting Unusual Response Patterns.
Peer reviewed Peer reviewed
Birenbaum, Menucha – Educational and Psychological Measurement, 1985
Nine indices of response pattern appropriateness were compared, based on item response theory, with respect to their relation to the total test score and their effectiveness in detecting unusual response patterns. The ability to differentiate between three groups was compared: cooperative examinees, uncooperative examinees, and randomly generated…
Descriptors: Behavior Patterns, Classification, English (Second Language), Foreign Countries
The Use of Information from Wrong Responses in Measuring Students' Achievement.
Birenbaum, Menucha; Tatsuoka, Kikumi K. – 1980
Much valuable information can be gained by analyzing the students' wrong responses. When a student answers a free response item she/he gives the response which she/he considers to be the correct one. Therefore, diagnosing the algorithm that led the student to his/her answer provides an important source of information for assessing his/her…
Descriptors: Academic Achievement, Achievement Tests, Adaptive Testing, Algorithms
The Danger of Relying Solely on Diagnostic Adaptive Testing When Prior and Subsequent Instructional Methods Are Different. Research Report No. 2, October 1 through December 31, 1979.
Tatsuoka, Kikumi; Birenbaum, Menucha – 1979
A situation in which computer-assisted instruction was combined with teacher-taught classes and computerized diagnostic adaptive testing was examined. The computerized diagnostic adaptive test for pre-algebra signed-number lessons was programmed along with a computer-managed routing system by which examinees were sent to the instructional unit…
Descriptors: Adaptive Testing, Arithmetic, Cluster Analysis, Computer Assisted Instruction