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Educational and Psychological Measurement
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Providing Item Feedback in Computer-Based Tests: Effects of Initial Success and Failure

Steven L. Wise

University of Nebraska-Lincoln

Barbara S. Plake

University of Nebraska-Lincoln

Bunny J. Pozehl

University of Nebraska-Lincoln

Laura Boettcher Barnes

University of Toledo

Leslie E. Lukin

University of Nebraska-Lincoln

This study investigated the effects of providing item feedback on student achievement test performance and anxiety, and how these effects may be moderated by the amount of success and students experience on the initial items of the test. Introductory statistics students were randomly assigned to six forms of a computer-based algebra test that differed in terms of (a) the difficulty of the first five items, and (b) the type of item feedback provided. Although test performance was not affected significantly by differences among the test forms, student anxiety levels were significantly increased when administered the test form using difficult initial items and providing item feedback along with a running score total. Implications for the use of item feedback in computer-based testing are discussed.

Educational and Psychological Measurement, Vol. 49, No. 2, 479-486 (1989)
DOI: 10.1177/0013164489492021
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Home page
 Educational and Psychological MeasurementHome page
L. L. Roos, S. L. Wise, and B. S. Plake
The Role of Item Feedback in Self-Adapted Testing
Educational and Psychological Measurement, February 1, 1997; 57(1): 85 - 98.
[Abstract]