Effects of Immediate Knowledge of Results and Adaptive Testing on Ability Test Performance

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Abstract
This study investigated the effects of immediate knowledge of results and adaptive testing on per formance on a computer-administered test of verbal ability. Examinees were administered either a 50- item conventional test or an adaptive test of verbal ability; half the subjects in each group received im mediate knowledge of results (KR) concerning the correctness/incorrectness of each item response, while the other half did not. Subjects within high- and low-ability subgroups were assigned randomly to one of the four resulting experimental condi tions. The dependent variable was maximum likeli hood ability estimates derived from item response patterns. Results indicated that for the high-ability group, mean test scores under KR conditions were significantly higher than were those under no-KR conditions on both the conventional and adaptive tests. Within the low-ability group, mean test scores were higher under KR conditions than under no- KR conditions, but the difference was statistically significant only within the conventional testing strategy. Low-ability examinees achieved higher average test scores on the adaptive test than on the conventional test, while high-ability examinees per formed equally well on the adaptive and conven tional tests.