Clark J W, Fox P A, Schneider H G
Department of Psychology, Appalachian State University, Boone, NC 28607, USA.
Psychol Rep. 1998 Feb;82(1):203-8. doi: 10.2466/pr0.1998.82.1.203.
The effects of three forms of test feedback and text anxiety on test performance were examined within the context of a self-paced, criterion-based course in educational psychology. 73 undergraduate students completed seven units of work and were evaluated by computer-administered unit tests. Students were randomly assigned to one of three test feedback forms: (1) item-by-item knowledge of responses, (2) answer-until-correct, and (3) delayed feedback. Students received their assigned feedback during the first two units, after which they were allowed to choose. Test anxiety was measured prior to testing on Sarason's Test Anxiety Scale and during testing on an item administered by the computer program. Students who reported high test anxiety on the Test Anxiety Scale experienced more anxiety during testing than students reporting low test anxiety. Anxiety during testing was not related to type of feedback, and the two variables were not related to course performance on the second unit. Data collected at the conclusion of the semester indicated that students who reported higher test anxiety required more attempts to pass unit tests than those reporting lower test anxiety. Given a choice, students preferred answer-until-correct feedback. This preference was not related to Test Anxiety Scale scores. Anxiety during testing was not related to being allowed to choose forms of feedback.
在教育心理学的一门自主进度、基于标准的课程背景下，研究了三种测试反馈形式和考试焦虑对考试成绩的影响。73名本科生完成了七个单元的学习，并通过计算机管理的单元测试进行评估。学生被随机分配到三种测试反馈形式之一：（1）逐题反馈答案，（2）直到答对为止的反馈，（3）延迟反馈。学生在前两个单元中接受分配的反馈，之后他们可以自行选择。在使用萨拉森考试焦虑量表进行测试前以及在计算机程序管理的一项测试过程中测量考试焦虑。在考试焦虑量表上报告高考试焦虑的学生在测试过程中比报告低考试焦虑的学生经历更多焦虑。测试过程中的焦虑与反馈类型无关，且这两个变量与第二单元的课程成绩无关。学期结束时收集的数据表明，报告高考试焦虑的学生比报告低考试焦虑的学生需要更多尝试才能通过单元测试。在可以选择的情况下，学生更喜欢直到答对为止的反馈。这种偏好与考试焦虑量表分数无关。测试过程中的焦虑与是否被允许选择反馈形式无关。
