The present study compared the effects of three classroom testing strategies on student achievement. The strategies varied with respect to both the detail in feedback provided students after each unit test and in the availability of a retest. Within one strategy, students were informed only of their total test score and had no opportunity to take a retest. Within a second strategy, students were provided scores on each skill assessed by the test and allowed to take a retest one week later. Within the third strategy, students were provided detailed feedback concerning the nature of problems they had experienced with each skill, in addition to the scores on each skill and the option of taking a retest. / The study was conducted in the context of an introductory graduate statistics course. Students were randomly assigned to one of the three testing strategies for the duration of the term. In contrast to previous research within mastery learning, the curriculum and delivery of instruction were held constant across treatment conditions. / The achievement of students in the respective groups was contrasted on two summative exams. The first exam measured the exact skills assessed by the unit test and retests. The second exam measured a more generic set of skills and was designed to test students' ability to generalize their knowledge. No significant differences in achievement on either exam were observed between treatment conditions. The findings of this study suggest that when instructional time and objectives are held constant, simply providing students with detailed feedback regarding their performance on the test and the opportunity to take a retest does not represent sufficient action to improve student achievement. / Source: Dissertation Abstracts International, Volume: 52-11, Section: A, page: 3898. / Major Professor: Albert C. Oosterhof. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76537 |
| Contributors | Roca, Natalie Rosana., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 173 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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