首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Reasons for Changing Answers: An Evaluation Using Personal Interviews   总被引：1，自引：0，他引：1  
Researchers investigating answer changing have consistently found the preponderance of changes on objective items to be from wrong to right, but little is understood about the mechanisms involved in this phenomenon. In this study, personal interviews were combined with instruction in answer-changing research to investigate further the processes involved in answer changing. Students changed answers and gained from changing, with those in the upper two thirds of the classes gaining the most. Each test-taking strategy produced a mean gain, but particular strategies were not significantly correlated with percentage of gain or percentage of change. Most students reported changing answers for thoughtful reasons such as rereading, rethinking, or remembering more information; very few changes were due to clerical errors. For each reason, most changes were wrong-to-right. We conclude that reconsideration of test items is probably underestimated in answer-changing studies. The role of memory should be considered in why people change and in how successful they judge their changing to have been.  相似文献   

2.
Changing a small number of answers to multiple-choice questions reliably improves test-scores, although it remains unclear how examinees select which initial answers to change and whether answer-changing behaviour is susceptible to instruction. We tested the effect of an instructional intervention on the number of changes made by examinees on a mock-exam in a controlled experimental design. We also examined how examinees' confidence with their initial answers, and their judgement of how difficult each exam question was, predicted their answer-changing behaviour. We found that the number of changes made increased, to a small extent, through instruction, without increasing the rate of errors. The likelihood of changing an initial answer decreased with examinees’ feeling of confidence, and increased with their feeling of difficulty. This is consistent with the theory that examinees use metacognitive experiences to select which initial answers to change on exams.  相似文献   

3.
The hypothesis that it is unwise to change answers to multiple choice questions was tested using the technique of multiple regression analysis. The net number of correct answers as a result of changing responses was regressed against final grade in the course, numeric score on the exam, percent of total answers changed for all questions and for analytical questions, sex of the student, and scope of the exam.
The results show that there are gains to be made by changing responses. The variables which proved to be significant indicated that students who did well on the test changed a large percentage of answers, and that those who were taking a final exam tended to gain more. Final grades, sex of the student, and analytical questions had no significant impact on gains from changing responses. On the basis of the results gathered, the authors reject the hypothesis that changing responses is unwise.  相似文献   

4.
Contrary to the adage warning against changing test answers, mean gain from changing has been an invariant research finding. Consistency of this gain was tested for students instructed about the research results, and composition of the gain was analyzed by examining the students' reasons for changing. Students in six graduate measurement classes instructed about the answer-changing literature responded to three exams and a questionnaire. Mean gain remained positive and consistent with gain for previously studied uninstructed groups; amount of change was also stable. "Rethinking the item and conceptualizing a better answer" was the most frequent reason given for changing. "Rereading the item and better understanding the question" was the second most cited reason, followed by "rereading/rethinking" combined, and "making a clerical error." For each frequently used reason, wrong-to-right (WR) changes were in the majority. Implications for research and practice are discussed.  相似文献   

5.
Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.  相似文献   

6.
This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.  相似文献   

7.
The aim of this 2-group study was to investigate the following question: Are there significant differences between scaffolded design-based learning controlled using 7 forms and teacher-directed instruction methods for the toy crane project on grade 7 students’ posttest scores on the simple machines achievement test, attitude toward simple machines, and attitude toward creativity in simple machines after adjusting for their respective pretest scores and the prior semester science grades? The study group (N = 65) consisted of grade 7 students in public middle schools in Burdur, Turkey. There were significant treatment effects favoring the first method with large effect sizes on both achievement and creative attitude scores. Teaching topics about simple machines with the design-based method increased students’ achievement and creative attitude without disadvantaging their attitude toward the topic as they constructed new knowledge through each step of the precise process.  相似文献   

8.
This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes.  相似文献   

9.
The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.  相似文献   

10.
Are some students advantaged when changing multiple-choice answers? The authors of this investigation assessed the importance of an examinee's cognitive style in the answer-changing process. Two separate studies were conducted using undergraduates (n = 125 and n = 84). One set of variables consisted of a measure of field dependence/field independence, a measure of impulsivity/reflectivity, and an introductory psychology unit examination made up of multiple-choice items. A second set of variables was formed by gathering two answer-changing scores for each subject using the scannable forms from the unit examination—one reflecting the effect of answer changes and the other representing the number of changes. Canonical correlation analysis was used to describe the relationship between the two sets of variables. Only the first canonical correlation coefficient was statistically significant in each study. The structure coefficients indicated that the cognitive-style variables had little impact on the canonical solution and that a combination of the effect of answer changes, the number of changes, and unit examination scores were the most influential components of the first canonical variates.  相似文献   

11.
Senior high school mathematics students were taught computer arithmetic via self-instructional materials. Following instruction they were randomly assigned to one of two groups. One group was tested with a norm-referenced measure made up of items having moderate difficulty and high correlations with each other; the other group was tested with a criterion-referenced measure designed to assess attainment of specific behavioral objectives. Student attitude toward the content of instruction and toward the mode of instruction was assessed immediately following. Significantly more positive attitude toward the subject matter of instruction was associated with the use of the criterion-referenced measure. Differences in attitude toward mode of instruction were not significant.  相似文献   

12.
This research examined the effect of visual media on attitude formation and attitude change in nursing education from 1960 through 1982. Meta-analysis was used to obtain a quantitative index of effect. Screening of over 700 sources resulted in 70 potentially useful studies. Analysis of these studies, according to the established criteria, yielded a final pool of 16 studies. An estimate of the effect magnitude was calculated for each study, then averaged to determine the overall effect size index. Visual media had an effect size of 1.27 standard deviations —a large effect. In addition, several studies had assessed attitude retention; there was an effect size gain of.34 standard deviations. A number of conclusions may be drawn pertaining to the effect of visual media on attitude change and attitude change retention and the theoretical frameworks around which to design instruction, particularly visual media.  相似文献   

13.
In an article in the Winter 2011 issue of the Journal of Educational Measurement, van der Linden, Jeon, and Ferrara suggested that “test takers should trust their initial instincts and retain their initial responses when they have the opportunity to review test items.” They presented a complex IRT model that appeared to show that students would be worse off by changing answers. As noted in a subsequent erratum, this conclusion was based on flawed data, and that the correct data could not be analyzed by their method because the model failed to converge. This left their basic question on the value of answer changing unanswered. A much more direct approach is to simply count the number of examinees whose scores after an opportunity to change answers are higher, lower, or the same as their initial scores. Using the same data set as the original article, an overwhelming majority of the students received higher scores after the opportunity to change answers.  相似文献   

14.
Abstract

The problem was to evaluate changes of adolescent delinquent boys In their behavior and attitude" toward authority figures after the boys received rending Instruction, The 37 subjects were divided Into three groups and were equated for age, I.Q., ethnic background, and reading ability. The groups were given either reading Instruction, swimming instruction, or no Instruction. A follow-up study was done on each subject 18 months after the termination of the experiment to determine court involvement. The magnitude of improvement In changes in attitude was significantly greater (.001 level of confidence) In the Reading Group than in the other two groups, ft may be concluded that leading Instruction is effective In modifying certain attitudes of adolescent delinquents toward authority figures.  相似文献   

15.
Medical students encountering patients with unfamiliar, unconventional sexual practices may have attitudes that can affect open communication during sexual history-taking. We measured changes in first-year US medical student attitudes toward 22 non-traditional sexual behaviors before and after exposure to human sexuality instruction. An electronic, hand-held audience response system was used in a lecture hall to sample anonymous student attitudes toward this sensitive topic. Several attitudes were influenced by instruction, as shown by statistical comparisons before and after instruction. Students' attitudes shifted toward patterns favoring treatment for five out of 10 paraphilias that are not harmful of others. Most students favored imprisonment for pederasty before instruction, consistent with lessons about mandatory reporting of child sexual abuse, and this attitude increased non-significantly after instruction. Student attitudes were generally accepting of homosexuality, but were more accepting of female than male homosexuality, both before and after instruction. Implications of these diverse effects of our lecture-based curriculum on attitudes toward non-traditional human sexual behavior are discussed, as well as benefits of audience response systems in anonymously assessing students' attitudes toward sensitive topics.  相似文献   

16.
Answer Changing on Multiple-Choice Test Items Among Eighth-Grade Readers   总被引：1，自引：1，他引：0  
This study was done to examine the effect of answer changing on multiple-choice test performance among good and poor readers in the eighth grade. Although the gains of poor readers were higher than those of good readers, all subjects profited significantly from changing their answers on items. For all subjects, when a single response was changed, there was a two-to-one chance that the new response would raise rather than lower the final score. Gains from answer changing on test items were slightly higher for poor readers as a group than were those for good readers. However, the result was determined not to be significant. More important, this hypothesis is strengthened by the fact that all subjects profited from answer changing. Therefore, the results were interpreted as lending support to the notion that answer-changing response among young examinees should be encouraged if there is a reasonable doubt about their “first impression.”  相似文献   

17.
A socioscientific issues integrated instruction was used in the study to resolve college students attitude towards sexually-themed science content. Some 200 college students participated in the study as experimental and control groups. The former consisting of 98 students from one college was taught the content using the socioscientific issues integrated instruction. The later with 102 students from another college was taught the same content using a traditionally teacher dominated lectures. Both groups were taught over a period of eight weeks. Qualitative and quantitative data were obtained before and after the intervention. The quantitative data were analysed using analysis of covariance. The results revealed that there was a significant difference between the experimental and the control groups (F (1, 247) = 426.97, p = .00, partial eta squared = 0.64) where the experimental group showed a significant change in attitude towards the content studied. The qualitative data obtained some experimental group students showed a change in attitude the second interview. It was concluded that the use of the approach has significantly made the college students feel comfortable and confident to learn and teach the content.  相似文献   

18.
Croatian 1st‐year and 3rd‐year high‐school students (N = 170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item‐difficulty measure based upon all responses, (b) an item‐confidence measure based upon correct student answers, and (c) an item‐confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150–171, 2006  相似文献   

19.
The study examined the effect of supplementing laboratory instruction with problem solving strategy and or practical skills teaching on students' attitude toward chemistry. A total of 286 senior secondary class II students (145 males and 141 females) drawn from four local government areas in Oyo township in Oyo state, Nigeria, took part in the study. A pretest–posttest nonrandomized control group in a quasi-experimental setting using a 4× 2× 2 factorial representation formed the design of the study. Data analysis was done by the use of analysis of covariance but Scheffe post hoc analysis was carried out in the case of significant main effect of the treatment and also in the occasion of significant interaction effect. Graphical illustrations were however used to further explain the interaction effects. The results revealed that the use of enhanced laboratory instructional strategy significantly improved the attitudes of students toward chemistry. The results underscore the need for secondary school chemistry teachers to adopt the use of enhanced laboratory instructional strategy in order to promote good attitude on the part of the students toward learning of chemistry.  相似文献   

20.
Recent studies have shown that restricting review and answer change opportunities on computerized adaptive tests (CATs) to items within successive blocks reduces time spent in review, satisfies most examinees' desires for review, and controls against distortion in proficiency estimates resulting from intentional incorrect answering of items prior to review. However, restricting review opportunities on CATs may not prevent examinees from artificially raising proficiency estimates by using judgments of item difficulty to signal when to change previous answers. We evaluated six strategies for using item difficulty judgments to change answers on CATs and compared the results to those from examinees reviewing and changing answers in the usual manner. The strategy conditions varied in terms of when examinees were prompted to consider changing answers and in the information provided about the consistency of the item selection algorithm. We found that examinees fared best on average when they reviewed and changed answers in the usual manner. The best gaming strategy was one in which the examinees knew something about the consistency of the item selection algorithm and were prompted to change responses only when they were unsure about answer correctness and sure about their item difficulty judgments. However, even this strategy did not produce a mean gain in proficiency estimates.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号