|
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.
 Download
the full article (PDF, 63 KB, PDF Instructions)
Copyright © 2000, ISTE (International Society for Technology
in Education).
All rights reserved.
| assessment, computerized practice testing |
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