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ERIC Number: ED314019
Record Type: Non-Journal
Publication Date: 1989-Feb-22
Pages: 16
Abstractor: N/A
Reference Count: N/A
Computers and Professors: Dividing the Work.
Nutter, Norma; And Others
The East Tennessee State University College of Education has begun removing objective testing from regularly scheduled class time and has begun using Macintosh computers for content tutoring and the evaluation of students at their convenience. The new testing program requires students to meet criteria for the number of correct responses within deadlines for each unit. This study, conducted at the College of Education Instructional Evaluation Laboratory (CEIEL), examined course dropout rates and content mastery over six semesters among students in undergraduate educational psychology and special education classes. Students who were traditionally evaluated took multiple choice tests in class over the identical content units that were experimentally evaluated in the CEIEL program. Traditionally evaluated students received feedback (a grade and explanation) within 7 days. Experimentally evaluated students could receive feedback after each question, instantly, or after the whole test was completed, or both, or none at all (their option). Most chose feedback after each question. After the evaluation in CEIEL students were required to have their obtained data verified by a manager who assisted them in plotting their frequencies for correct and incorrect answers. Data collected over six semesters shows that the great majority of students preferred the computer testing format and achieved high levels of content mastery. In addition, use of the CEIEL resulted in a lower frequency of dropout from the classes studied as well as a 10% to 20% gain in class time available for the types of substantive interaction that only faculty can provide. Requirements for course letter grades and examples of graphs used to plot student progress are appended. (10 references) (GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A