Accession Number:

ADA076589

Title:

A Model for Incorporating Response-Time Data in Scoring Achievement Tests.

Descriptive Note:

Research rept.,

Corporate Author:

ILLINOIS UNIV AT URBANA-CHAMPAIGN COMPUTER-BASED EDUCATION RESEARCH LAB

Personal Author(s):

• Tatsuoka ,Kikumi
• Tatsuoka,Maurice

Report Date:

1979-07-01

Pagination or Media Count:

57.0

Abstract:

The differences in type of information-processing skill developed by different instructional backgrounds affect, negatively or positively, the learning of further advanced instructional materials. That is, if prior and subsequent instructional methods are different, a proactive inhibition effect produces low achievement scores on a posttest. This fact poses a serious problem for routing of students to an instructional level on the sole basis of performance on a diagnostic adaptive test. It is essential that we somehow unravel what information-processing strategy was used and consider this knowledge simultaneously.

Descriptors:

• *REACTION TIME
• *INFORMATION PROCESSING
• SKILLS
• MODELS
• TEACHING METHODS
• LEARNING
• SCORING
• ACHIEVEMENT TESTS

Subject Categories:

• Information Science
• Psychology

Distribution Statement:

APPROVED FOR PUBLIC RELEASE