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The Relationship between Examinee Anxiety and Preference for Self-Adapted Testing.
Peer reviewed Peer reviewed
Wise, Steven L.; And Others – Applied Measurement in Education, 1994
The hypothesis that previously found effects of self-adapted testing (SAT) are attributable to examinees' having an increased perception of control over a stressful testing situation was studied with 377 college students who took computerized adaptive tests or SAT. The strongest preference for SAT was seen in individuals with the highest…
Descriptors: Adaptive Testing, College Students, Computer Assisted Testing, Higher Education
Understanding Self-Adapted Testing: The Perceived Control Hypothesis.
Peer reviewed Peer reviewed
Wise, Stephen L. – Applied Measurement in Education, 1994
This article summarizes prior research findings on self-adapted testing (SAT) and examines the hypothesis that positive effects from SAT are the result of examinees perceiving greater control over the testing situation, which may lead to reduced test anxiety and improved performance. Prior research on perceived control is also discussed. (SLD)
Descriptors: Adaptive Testing, Cognitive Processes, Computer Assisted Testing, Educational Research
Computerized-Adaptive and Self-Adapted Music-Listening Tests: Psychometric Features and Motivational Benefits.
Peer reviewed Peer reviewed
Vispoel, Walter P.; Coffman, Don D. – Applied Measurement in Education, 1994
Computerized-adaptive (CAT) and self-adapted (SAT) music listening tests were compared for efficiency, reliability, validity, and motivational benefits with 53 junior high school students. Results demonstrate trade-offs, with greater potential motivational benefits for SAT and greater efficiency for CAT. SAT elicited more favorable responses from…
Descriptors: Adaptive Testing, Computer Assisted Testing, Efficiency, Item Response Theory