The Effects of Providing Students with Revision Opportunities in Alternate Assessments

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2022-10-25 DOI:10.1080/10627197.2022.2138322

O. Bulut, H. Bulut, D. Cormier, Munevver Ilgun Dibek, Merve Sahin Kursad

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引用次数: 0

Abstract

ABSTRACT Some statewide testing programs allow students to receive corrective feedback and revise their answers during testing. Despite its pedagogical benefits, the effects of providing revision opportunities remain unknown in the context of alternate assessments. Therefore, this study examined student data from a large-scale alternate assessment that allows students to make multiple attempts until they find the correct answer to multiple-choice items. The students receive partial credit based on the number of attempts being made. The effects of the multiple-attempt approach on both test characteristics and student performance were investigated. The results indicated that, despite making most items on the assessment relatively easier, the availability of partial credit improved the strength of the items in distinguishing low-achieving and high-achieving students while maintaining high internal consistency among the test items. Although the students were able to increase their scores due to the inclusion of partial credit based on the number of attempts, the relative positions of the students remained nearly the same.

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在交替评估中为学生提供复习机会的效果

一些全州范围的测试项目允许学生在测试期间收到纠正反馈并修改他们的答案。尽管它在教学上有好处，但在替代评估的背景下，提供复习机会的影响仍然未知。因此，这项研究从一个大规模的交替评估中检查了学生的数据，该评估允许学生多次尝试，直到他们找到多项选择题的正确答案。学生可以根据尝试次数获得部分学分。研究了多次尝试法对考试特点和学生成绩的影响。结果表明，尽管使大多数评估项目相对容易，但部分学分的可用性提高了项目区分低分和优分学生的强度，同时保持了测试项目之间的高度内部一致性。虽然学生们能够提高他们的分数，因为在尝试次数的基础上加入了部分学分，但学生们的相对位置几乎保持不变。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.