This study investigated the effects of immediate
knowledge of results and adaptive testing on performance
on a computer-administered test of verbal
ability. Examinees were administered either a 50-item conventional test or an adaptive test of verbal
ability; half the subjects in each group received immediate
knowledge of results (KR) concerning the
correctness/incorrectness of each item response,
while the other half did not. Subjects within high- and low-ability subgroups were assigned randomly
to one of the four resulting experimental conditions.
The dependent variable was maximum likelihood
ability estimates derived from item response
patterns. Results indicated that for the high-ability
group, mean test scores under KR conditions were
significantly higher than were those under no-KR
conditions on both the conventional and adaptive
tests. Within the low-ability group, mean test scores
were higher under KR conditions than under no-KR conditions, but the difference was statistically
significant only within the conventional testing
strategy. Low-ability examinees achieved higher
average test scores on the adaptive test than on the
conventional test, while high-ability examinees performed
equally well on the adaptive and conventional
Betz, Nancy E. (1977). Effects of immediate knowledge of results and adaptive testing on ability test performance. Applied Psychological Measurement, 1, 259-266. doi:10.1177/014662167700100212
Betz, Nancy E..
Effects of immediate knowledge of results and adaptive testing on ability test performance.
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