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Abstract

Students were administered one of three conventional or one of three stradaptive vocabulary tests with or without knowledge of results (KR). The three tests of each type differed in the expected proportion of correct responses to the test items and thus in the expected proportion of positive feedback. Results indicated that the mean maxi mum-likelihood estimates of individuals' abilities varied as a joint function of KR-provision and test difficulty. Students receiving KR scored highest on the most-difficult test and lowest on the least-dif ficult test; students receiving no KR scored highest on the least-difficult test and did most poorly on the most-difficult test. Although the students per ceived the differences in test difficulty, there were no effects on mean student anxiety or motivation scores attributable to difficulty or proportion of positive feedback alone. Regardless of the propor tion of positive feedback, students reacted very favorably to receiving KR, and its provision in creased the mean level of reported motivation.

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Knowledge of Results and the Proportion of Positive Feedback on Tests of Ability

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