Effects of Immediate Knowledge of Results on Achievement Test Performance and Test Dimensionality.

These two studies investigated the effects of administering immediate knowledge of results KR concerning the correctness or incorrectness of item response on a computerized adaptive test of biology achievement. In the case of incorrect responses, the correct answers were provided to the student. The results of these studies indicate that the provision of informative KR did not systematically increase total test scores, as would be expected if students were using information from previously administered items to help them answer subsequent items. Furthermore, provision of informative KR did not alter the dimensionality of the achievement tests administered, indicating that the latent trait model assumption of local independence among the items was not affected by any significant degree. Author