Providing Item Feedback in Computer-Based Tests: Effects of Initial Success and Failure

Abstract

This study investigated the effects of providing item feedback on student achievement test performance and anxiety, and how these effects may be moderated by the amount of success and students experience on the initial items of the test. Introductory statistics students were randomly assigned to six forms of a computer-based algebra test that differed in terms of (a) the difficulty of the first five items, and (b) the type of item feedback provided. Although test performance was not affected significantly by differences among the test forms, student anxiety levels were significantly increased when administered the test form using difficult initial items and providing item feedback along with a running score total. Implications for the use of item feedback in computer-based testing are discussed.