Year: 2005
Type: article
Study design: Clinical Trial
Abstract: In an experimental study, a set of 12 number series problems with open-answer format had to be solved by a sample of 120 eighth and ninth graders randomly assigned to one of two test conditions (standard condition: no feedback; feedback condition: correct/incorrect item-by-item feedback). Task-related self-confidence and worry was measured before and after the performance test. Overall, results suggest that simple correct/incorrect feedback in performance tests does not provide the examinee with helpful information. Rather, it in-creases the level of worry, which tends to result in poorer performance. Moreover, the provi-sion of feedback had no systematic effect on examinees’ time behavior. The findings give no support for the assumption that time behavior in untimed performance tests is at least par-tially determined by non-intellectual variables such as self-confidence and worry.
Authors: Jens F. Beckmann, Nadin Beckmann
Institution: Yale University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2097071957