ISTE | JRTE: Volume 33 Number 1 Fall 2000

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

JRCE, Volume 33, Number 1, Fall 2000

Improving Undergraduate Learning with Computer-Assisted Assessment

John A. Gretes and Michael Green
University of North Carolina at Charlotte

Abstract

This article reports two studies on the use of computerized practice tests in an undergraduate education course. In study one, students who took computerized practice exams averaged one-half letter grade higher than students who did not take computerized practice exams, and they exhibited positive attitudes toward their practice experiences. Study two was designed to replicate study one with a different sample and to extend its analysis by examining the influence of both prior academic achievement and number of practice exams taken. Results of study two indicated no relationship between general achievement (as measured by the Scholastic Aptitude Test, or SAT) and number of practice exams taken. However, a positive relationship between the number of practice tests taken and the course grade was found even when SAT scores were controlled. The results are discussed in terms of noninstructional uses of educational technology for improving student achievement.

Contributors

Dr. John A. Gretes is a professor in the Department of Educational Administration, Research, and Technology in the College of Education at the University of North Carolina at Charlotte.

Dr. Michael Green is an associate professor in the Department of Reading and Elementary Education in the College of Education at the University of North Carolina at Charlotte.

Address: Dr. John A. Gretes, College of Education, University of North Carolina at Charlotte, Charlotte, NC 28223; jagretes@email.uncc.edu.

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