Date of Award
Fall 1979
Document Type
Dissertation - Restricted
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Taft, Thomas B.
Second Advisor
Robinson, Edward H.
Third Advisor
Rise, Lee C.
Abstract
A variation in objective testing is using computers in the testing process. This study will provide a transition in the research on traditional instruction with traditional testing and that with standardized computer tests. The primary purpose of this study was to assess the effects that the administration methods of paper-pencil and computer with and without feedback would have on achievement test performance, test reliability and test item statistics in a college level classroom. The learner characteristics of cognitive style for field dependence/ independence and attitude toward the role of computers in society were used as covariates. The study was conducted in an undergraduate philosophy course. The instructional undergraduate method was philosophy traditional lecture-discussion format. The 32 students were randomly assigned to three groups each of which took a test under three methods of administration. The tests were instructor-constructed over particular segments of the course material. The methods used were paper-pencil, computer with and computer without feedback. The feedback method was an indication of the correctness/incorrectness of a response with the correct answer supplied for the latter. The test scores for each test were standardized independently in order to be considered equivalent instruments. Measures of cognitive style and attitude were obtained prior to any testing. Measures of attitude were also obtained after' the testing was completed. The research design was a univariate repeated measures ANOVA. The hypotheses were: 1. Test performance on computer administered tests both with and without feedback will be better than test performance on paper-pencil tests. 2. The test item responses will be similar in pattern among all methods of testing. 3. The tests given by computer will be more reliable than the paper-pencil tests. 4. There will be a positive difference in test performance on computer-administered tests when cognitive style and attitude are held constant as covariates. 5. There will be a positive change in student attitudes toward the computer...